Journal of Online Learning Research (JOLR) About JOLR ISSN# 2374-1473 The Journal of Online Learning Research (JOLR) is a peer-reviewed journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on pedagogy and policy in primary and secondary (K-12) online and blended environments. Three issues are published annually. Each submitted manuscript goes through a rigorous blind peer review process. If accepted, article is then published in either the general research or international section. Additional information for each section is found below. JOLR is Open Access, free-of-charge and distributed by LearnTechLib-The Learning and Technology Library. It is the official journal of the Association for the Advancement of Computing in Education (AACE). All have free, online access to all back issues via LearnTechLib–The Learning & Technology Library. Contents: Current Issue Contents & Abstracts or browse previous issues Subscribe: Individual or Library/Institution Submit: Author Guidelines Review: Review Policies, Reviewer Application, Review Board Editors in Chief: Leanna Archambault, Arizona State University, United States; Jered Borup, George Mason University, United States Alert: Sign-up for New Issue Alerts Types of Articles Research Section Articles focus on research related to K-12 online and blended learning. Research articles can: Address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom. Include qualitative, quantitative, and mixed methods research from multiple fields and disciplines that have a shared goal of improving primary and secondary education worldwide. Research should be both theoretical and practical with implications for research, policy, and practice. Each research article is critically-reviewed by the editors and then undergoes a double blind-peer review process to ensure publication of rigorous and thoughtful research. Inquiries should be sent to Leanna Archambault (email@example.com) International Section Articles focus on research related to online and blended learning with primary and secondary students in international contexts. Articles can include: State-of-a-nation reports that shares trends related to policy, growth, pedagogy, promises, and challenges in areas related to primary and secondary (K-12) distance, online and blended environments. Original, empirical research using qualitative, quantitative, or mixed methods research that features participants from outside the United States. Research should focus discussion on cross cultural connections and that may have implications for global educational settings. Each article is critically reviewed by the editors. It then undergoes a double blind-peer review process with reviewers who have international experience or background to ensure publication of rigorous and thoughtful research. Inquiries should be sent to Leanna Archambault (firstname.lastname@example.org) Calls For Special Issues Blended and Online Practices for Personalized Learning Guest Co-Editors: Anissa Lokey-Vega and Stephanee Stephens Manuscripts Due: October 1, 2019 Indexed in leading indices including: ERIC, LearnTechLib-The Learning and Technology Library, Index Copernicus, GetCited, Google Scholar, and several others.