Online Learning (formerly JALN) promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online and blended environments. The goal of the journal is to bridge theory and practice to advance this evolving field. The articles are blind peer-reviewed on a wide variety of topics including but not limited to those that investigate how online environments amplify, shape, and constrain teaching and learning. They welcome submissions that systematically investigate questions around online interaction, collaboration, individualized instruction, multimedia, adaptive environments, blended learning, issues of learning at scale (in both MOOCs and “traditional” online learning environments); emerging technologies; analysis of large data sets in understanding online educational processes; and effective approaches and interventions that promote online student engagement, persistence, improvement, and success. They also solicit cutting edge research on how new technologies and the practices they enable urge us to reconsider policy and practice in educational settings.