Why Researchers Choose Journal of Online Learning and Teaching for High-Impact Publications
The Journal of Online Learning and Teaching stands as a pivotal resource for scholars in online and distance education programs. Established in 2005 by MERLOT, this open-access publication has fostered advancements in digital pedagogy, virtual classrooms, and technology-enhanced instruction. Researchers value its commitment to disseminating peer-reviewed articles that bridge theory and practice in e-learning environments. With a focus on empirical studies, case analyses, and innovative frameworks, the journal attracts contributions from educators, instructional designers, and policymakers worldwide.
Its prestige stems from rigorous editorial standards and a dedication to accessibility, ensuring that high-quality research reaches a global audience without barriers. The Journal of Online Learning and Teaching impact factor may not be formally listed in major databases like Clarivate JCR, but its influence is evident in citations across education technology fields. Submission to this journal offers visibility in a niche yet growing discipline, where online learning has surged post-pandemic. Authors appreciate the supportive review process that emphasizes constructive feedback to refine manuscripts.
Publishing in the Journal of Online Learning and Teaching enhances academic profiles by aligning with current trends in hybrid and remote education. The journal's scope encompasses diverse topics, from learning management systems to student engagement in virtual settings. As online education evolves, this publication remains at the forefront, providing a platform for impactful scholarship. For those exploring publish in Journal of Online Learning and Teaching opportunities, the emphasis on practical implications ensures relevance to real-world applications.
To discover related career paths in academia, explore higher education jobs that value publications in this journal.
Overview & History
The Journal of Online Learning and Teaching, often abbreviated as JOLT, was launched in 2005 under the auspices of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT). This initiative aimed to address the burgeoning need for scholarly discourse on internet-based education during the early digital era. Over nearly two decades, JOLT has evolved from a quarterly outlet to a respected biannual publication, adapting to technological shifts like MOOCs and AI-driven tutoring.
Headquartered in the United States, the journal reflects North American perspectives while inviting international submissions. Its history is marked by milestones such as special issues on crisis-induced online shifts during the COVID-19 pandemic, which amplified its reach. Today, JOLT continues to champion open access, making all content freely available to promote equity in knowledge dissemination.
Scope and Disciplines Covered
The journal's scope centers on the design, implementation, and evaluation of online teaching and learning strategies. It welcomes research on pedagogical innovations, learner outcomes, and institutional adaptations in digital formats. Key themes include accessibility in e-learning, faculty development for virtual environments, and the integration of emerging technologies.
| Discipline | Description |
|---|---|
| Online and Distance Education Programs | Core focus on remote learning models and their efficacy. |
| Educational Technology | Exploration of tools like LMS and multimedia in instruction. |
| Instructional Design | Best practices for creating engaging online courses. |
| Higher Education Pedagogy | Adaptations of traditional methods to digital platforms. |
| Adult Learning and Andragogy | Strategies for non-traditional students in online settings. |
Key Journal Metrics
While the Journal of Online Learning and Teaching does not have an official impact factor from Clarivate or Scopus, its metrics highlight steady influence in the field. Download counts and citations underscore its relevance, with articles frequently referenced in education policy discussions.
| Metric | Value | Notes |
|---|---|---|
| Impact Factor | Not publicly disclosed | Not indexed in JCR or Scopus. |
| Acceptance Rate | Approximately 30-40% | Based on publisher reports; selective process. |
| Average Review Time | 3-6 months | From submission to decision. |
| Articles per Issue | 8-12 | Biannual publication schedule. |
| CiteScore | Not applicable | Lack of Scopus indexing. |
Indexing and Abstracting
JOLT is indexed in several education-specific databases, enhancing discoverability. It appears in ERIC, Google Scholar, and DOAJ, ensuring broad visibility for open-access content. Researchers can access abstracts via these platforms, with full texts available on the official site. This indexing supports integration into academic libraries and citation tracking tools.
Publication Model and Fees
As an open-access journal, JOLT operates under a diamond model, meaning no article processing charges (APCs) for authors or readers. Funded by MERLOT's grants and partnerships, this approach prioritizes inclusivity. All articles are published under a Creative Commons license, allowing reuse with attribution. The model aligns with the journal's mission to democratize access to online learning research.
Submission Process and Guidelines
Submissions to the Journal of Online Learning and Teaching are handled through an online portal on the MERLOT platform. Authors must adhere to APA style, with manuscripts limited to 8,000 words. The process involves an initial editorial screening followed by double-blind peer review. Guidelines emphasize originality, ethical standards, and relevance to online teaching. For detailed instructions, visit the journal's official homepage.
- Prepare abstract (150-250 words)
- Ensure blinded manuscript
- Submit via portal
- Await reviewer feedback
Editorial Board Highlights
The editorial board comprises experts in online education from institutions like the University of California and international collaborators. Led by Editor-in-Chief Gary Brown, the team brings decades of experience in e-learning research. Notable members include specialists in adaptive learning technologies and distance program evaluation, ensuring diverse oversight.
Why Publish in Journal of Online Learning and Teaching?
Publishing here offers targeted exposure to a community invested in digital education innovations. The journal's open-access nature boosts citation potential, while its niche focus elevates author credentials in online and distance education programs. Researchers benefit from interdisciplinary dialogue and practical applicability of their work.
Comparison with Similar Journals
| Journal | Publisher | Focus | APC | Impact Factor |
|---|---|---|---|---|
| Journal of Online Learning and Teaching | MERLOT | Online teaching practices | None | Not disclosed |
| Online Learning Journal | OLJ | Distance education research | None | Not disclosed |
| Computers & Education | Elsevier | EdTech integration | Hybrid | 11.182 |
| Internet and Higher Education | Elsevier | Virtual higher ed | Hybrid | 8.896 |
| Journal of Asynchronous Learning Networks | Sloan Consortium | Async online methods | None | Not disclosed |
This comparison illustrates JOLT's unique position as a fee-free, specialized outlet amid broader competitors.
Researcher Tips for Successful Submission
To succeed with Journal of Online Learning and Teaching submission, align your work with current calls, such as AI in online assessment. Use clear methodologies and real-world examples. Engage with prior issues for contextualization. Finally, proofread for accessibility compliance. For academic planning, check the academic calendar for deadlines.