Congratulations to everyone involved with MarylandOnline (http://www.marylandonline.org/) (MOL) as they celebrate 20 years as a viable, thriving not-for-profit organization. Formed in 1999 by visionaries working within online distance education programs in Maryland higher education, MOL continues to be centered on sharing resources, talents, expertise, and building on shared history for inter-institutional collaborative efforts to improve online learning. Expertise, networking, and advocacy continue to be the three primary roles that MOL plays for the membership made up of 20 colleges and universities in the state. OERs, competency-based education, and leadership development for online education are the current initiatives. Historical achievements include winning state grants to train faculty for online teaching, develop learning objects for online courses, and provide tutoring for online students. Additionally, MOL created a Seat Bank that allows students at member institutions to take online courses at other institutions in the consortium and created the Certificate for Online Adjunct Teaching (COAT) program. MOL’s efforts to improve and support quality online education go well beyond Maryland. In 2003, MOL received a FIPSE grant to develop a sharable, replicable, scalable program for quality assurances of online course design. Thus, Quality Matters (QM) (https://www.qualitymatters.org/index.php/) was created as a sub-unit of MOL. From those early efforts, QM has grown to a global organization leading quality assurance in online and innovative digital teaching and learning environment. In 2014, QM became a separately incorporated organization and a supporting organization of MOL. In this issue, Lowenthal, Nyland, Jung, Dunlap, and Kepka explored faculty perspectives when asking does class size matter in high-enrollment online courses? The authors acknowledge high enrollments in online courses are becoming a fact-of-life for faculty. Sweeney and Gray examined the impact of school type on physical activity participation in high school students. This is an interesting reading since a common complaint of naysayers of K-12 eLearning is that it promotes sedentary choices. It might not be that simple. Does the course delivery formatmatter in getting academically underprepared students ready through college developmental education?Cung, Xu, Eichhorn andWarschauer investigated the impact of using an intelligent tutorial system (ITA) in a blended and a fully online course. Assimilation in online course design was the topic tackled by Sally Baldwin as she interviewed faculty about why and how they tried to mimic their face-to-face teaching strategies when designing their online courses. Matthieu Cisel investigated the structure of the MOOC ecosystem as revealed by course aggregators. He noted decreasing course durations, suggesting that might be a strategy to address notoriously low completion rates.

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MarylandOnline 庆祝 20 年富有成效！

祝贺所有参与 MarylandOnline (http://www.marylandonline.org/) (MOL) 的人，因为他们庆祝成为一个可行的、蓬勃发展的非营利组织 20 周年。MOL 于 1999 年由在马里兰州高等教育在线远程教育项目中工作的远见卓识者成立，它继续以共享资源、人才、专业知识和建立共享历史为中心，以促进机构间协作努力改善在线学习。专业知识、网络和宣传仍然是 MOL 为由该州 20 所学院和大学组成的成员发挥的三个主要作用。OER、基于能力的教育和在线教育的领导力发展是当前的举措。历史成就包括赢得国家拨款以培训教师进行在线教学，为在线课程开发学习对象，并为在线学生提供辅导。此外，MOL 创建了一个座位库，允许成员机构的学生在联盟的其他机构学习在线课程，并创建了在线兼职教学证书 (COAT) 计划。MOL 改善和支持优质在线教育的努力远远超出了马里兰州。2003 年，MOL 获得了 FIPSE 资助，用于开发可共享、可复制、可扩展的在线课程设计质量保证计划。因此，质量事务 (QM) (https://www.qualitymatters.org/index.php/) 被创建为 MOL 的一个子单元。从这些早期的努力，QM 已经发展成为在线和创新数字教学环境中领先的质量保证的全球组织。2014 年，QM 成为单独注册的组织和 MOL 的支持组织。在本期中，Lowenthal、Nyland、Jung、Dunlap 和 Kepka 在询问高招生在线课程中班级规模是否重要时探讨了教师的观点？作者承认在线课程的高入学率正在成为教师的生活事实。Sweeney 和 Gray 研究了学校类型对高中生体育活动参与的影响。这是一个有趣的阅读，因为 K-12 电子学习的反对者的一个普遍抱怨是它促进了久坐不动的选择。可能没那么简单。在通过大学发展教育让学业准备不足的学生做好准备时，课程交付格式是否重要？ Cung、Xu、Eichhorn 和 Warschauer 调查了在混合式和完全在线课程中使用智能辅导系统 (ITA) 的影响。在线课程设计中的同化是萨莉·鲍德温 (Sally Baldwin) 在采访教师时讨论的主题，询问他们在设计在线课程时为何以及如何尝试模仿面对面的教学策略。Matthieu Cisel 研究了课程聚合器揭示的 MOOC 生态系统的结构。他指出课程持续时间减少，这表明这可能是解决众所周知的低完成率的策略。Matthieu Cisel 研究了课程聚合器揭示的 MOOC 生态系统的结构。他指出课程持续时间减少，这表明这可能是解决众所周知的低完成率的策略。Matthieu Cisel 研究了课程聚合器揭示的 MOOC 生态系统的结构。他指出课程持续时间减少，这表明这可能是解决众所周知的低完成率的策略。