Online Learning Journal

Aims & Scope

Online Learning is the official journal of the Online Learning Consortium, which promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments.

This journal, now in its 20th release, has been in publication for two decades and is known to many as JALN, the Journal of Asynchronous Learning.

Metrics & Ranking

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)
• Web of Science

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Computer Science and Social Sciences, designed to support cutting-edge academic discovery.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Preservation url
• Apc url
• License

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Computer Science and Social Sciences, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

  Citation: 707

  Authors: Florence, Doris U

• U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic

  Citation: 361

  Authors: Nicole, George, Jeff

• Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

  Citation: 361

  Authors: Marcia D

• ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT

  Citation: 285

  Authors: Terry, Liam, Randy, Walter

• An Online Engagement Framework for Higher Education

  Citation: 245

  Authors: Petrea, Amanda, Lindy, Alice, Robyn

• Theories and Frameworks for Online Education: Seeking an Integrated Model

  Citation: 240

  Authors: Anthony G

• Learner Engagement in Blended Learning Environments: A Conceptual Framework

  Citation: 225

  Authors: Lisa R., Charles R.

• Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

  Citation: 169

  Authors: Nancy Pope, Nataliya V., Jacqueline A.

• EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION

  Citation: 142

  Authors: Jennifer C., Karen

• Examining Faculty Perception of Their Readiness to Teach Online

  Citation: 142

  Authors: Florence, Kiran, Chuang