Dear colleagues, Vol. 10, No. 1 of the MERLOT Journal of Online Learning and Teaching (JOLT at http://jolt.merlot.org/) is now available online. The contents of the issue are listed below. In this issue you will find 12 peer-reviewed scholarly articles, five of which comprise a Special Section on Massive Open Online Courses (MOOCs) that also includes an opening piece by open education pioneer, luminary, and JOLT Editorial Board member Sir John Daniel. The release of this special section follows the success of JOLT’s full Special Issue on MOOCs, guest edited by George Siemens, Valerie Irvine, and Jillianne Code, which was published last year as JOLT Vol. 9, No. 2. I hope you will find several articles in the current issue to be of interest, and that you will take the time to forward this notice to colleagues who might also be interested in JOLT. (If they, too, would like to register to receive notification of newly published JOLT issues, they may do so here: http://grapevine.merlot.org/joltnews/joltlistserv.php?action=add .) Kind regards, Mark J. W. Lee Editor-in-Chief, MERLOT Journal of Online Learning and Teaching *** CONTENTS – Vol. 10, No. 1 *** ** SPECIAL SECTION ON MASSIVE OPEN ONLINE COURSES ** Foreword to the Special Section: MOOCs – Evolution or Revolution? Sir John Daniel i-iv * Research Papers * Challenges to Research in MOOCs Helene Fournier, Rita Kop, and Guillaume Durand 1-15 Participants' Perceptions of Learning and Networking in Connectivist MOOCs Mohsen Saadatmand and Kristiina Kumpulainen 16-30 * Case Study * MOOCs: Striking the Right Balance between Facilitation and Self-Determination Tita Beaven, Mirjam Hauck, Anna Comas-Quinn, Tim Lewis, and Beatriz de los Arcos 31-43 * Position Papers * MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs Maha Bali 44-56 Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy Jen Ross, Christine Sinclair, Jeremy Knox, Siân Bayne, and Hamish Macleod 57-69 ** REGULAR PAPERS ** * Research Papers * Online and Face-to-Face Teaching: How Do Student Ratings Differ? Suzanne Young and Heather E. Duncan 70-79 Questions that Get Answered: The Construction of Instructional Conversations on Online Asynchronous Discussion Boards Dorothy J. Della Noce, Debora L. Scheffel, and May Lowry 80-96 Task Value, Self-Regulated Learning, and Performance in a Web-Intensive Undergraduate Engineering Course: How Are They Related? Oenardi Lawanto, Harry B. Santoso, Wade Goodridge, and Kevin N. Lawanto 97-111 Testing the Effect of Hybrid Lecture Delivery on Learning Outcomes Oskar R. Harmon, William T. Alpert, and James Lambrinos 112-121 Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives Andrew J. Cavanaugh and Liyan Song 122-138 Facilitating Group Discussions in Second Life Charles Xiaoxue Wang, Scott Anstadt, Jamie Goldman, and Mary L. M. Lefaiver 139-152 * Position Paper * Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions Aimee deNoyelles, Janet Zydney, and Baiyun Chen 153-165