The articles in this issue will inform researchers who are building a review of the literature and seeking recommendation for future studies, as well as inform pragmatic researchers and educators who want to focus the discussion toward applying research for improving online experiences for all learners, not just learners with ready, strong motivational tools. Rahimi, Zilke, and Cohen investigated the Sense of Challenge, Threat, Self-Efficacy, and Motivation of Students Learning in Virtual and Blended Courses; while, in another article, Baker and Moyer explored The Relationship between Students’ Characteristics (conscientiousness and motivation) and their Impressions of Online Courses. These studies contribute detail to the literature regarding characteristics that learners bring into online courses and how those characteristics inform their experience. The Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses, is the focus of the work of Borup and Stimson as they provide insights into these separate, yet complementary roles in K-12 education. Beck, Watson, and Maranto, in another K-12 study, focused on the impact of testing situations and conditions as they queried, Do Testing Conditions Explain Cyber Charter Schools’ Failing Grades? The authors analyzed reading and mathematics testing scores acquired from The Center for Research on Education Outcomes data bank. These studies provide examples of using different data sources and analytical approaches to identify resources and answers to questions with the focus on improving online learning opportunities for K-12 learners. Michael, Webster, Nilges, Brian, Johnson, Carson, and Egan’s study bridges between K-12 and professional development as their research explored the usefulness of An Online Course to Prepare Preservice Teachers to Promote Movement Integration. This study draws attention to alignment of content to the design of an online course and points out the importance of collaborative school-university partnerships in teacher education. Thompson and Patterson approached distance education from a continuing education perspective as they looked at the use of an online certification program Promoting Critical Thinking in an Online Certificate Program for Faculty in the Health Professions. In this study, they explored how an online course might be designed to promote the development of critical thinking skills for teaching medical professionals working with practitioners in the field. The articles in this issue serve as important information for future inquiry with an eye on improving online distance education research and practice.

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社论

本期文章将告知正在对文献进行审查并为未来研究寻求建议的研究人员，并告知希望将讨论重点放在应用研究以改善所有学习者的在线体验的务实研究人员和教育工作者，而不仅仅是具有现成的强大激励工具的学习者。Rahimi、Zilke 和 Cohen 调查了学生在虚拟和混合课程中学习的挑战感、威胁感、自我效能感和动机；而在另一篇文章中，Baker 和 Moyer 探讨了学生特征（责任心和动机）与他们对在线课程的印象之间的关系。这些研究为有关学习者带入在线课程的特征以及这些特征如何影响他们的体验的文献提供了详细信息。在线高中课程中在线教师和现场辅导员的职责是 Borup 和 Stimson 的工作重点，因为他们提供了对 K-12 教育中这些独立但互补的角色的见解。Beck、Watson 和 Maranto 在另一项 K-12 研究中关注测试环境和条件的影响，因为他们询问了“测试条件是否可以解释网络特许学校的不及格成绩？” 作者分析了从教育成果研究中心数据库获得的阅读和数学测试分数。这些研究提供了使用不同数据源和分析方法来确定资源和问题答案的示例，重点是改善 K-12 学习者的在线学习机会。Michael、Webster、Nilges、Brian、Johnson、Carson 和 Egan 的研究在 K-12 和专业发展之间架起了桥梁，因为他们的研究探索了在线课程为职前教师准备促进运动整合的有用性。本研究提请注意内容与在线课程设计的一致性，并指出了校校合作伙伴关系在教师教育中的重要性。汤普森和帕特森从继续教育的角度看待远程教育，因为他们研究了在线认证计划在卫生专业教师的在线证书计划中促进批判性思维的使用。在这项研究中，他们探讨了如何设计在线课程来促进批判性思维技能的发展，以教授与该领域从业人员一起工作的医疗专业人员。本期文章作为未来调查的重要信息，着眼于改进在线远程教育的研究和实践。