Journal of Online Higher Education https://ojs.iucdt.com/index.php/johe <p>Independence University’s Journal of Online Higher Education (JOHE) seeks to present information and advance discussion in online instruction in higher education.</p> Independence University en-US Journal of Online Higher Education 2575-1204 Evolving Accreditation Requirements https://ojs.iucdt.com/index.php/johe/article/view/135 <p>An evaluation of the changes in accreditation requirements over time.</p> Sarah Fulkes Copyright (c) 2021 Sarah Fulkes https://creativecommons.org/licenses/by-nd/4.0 2021-05-15 2021-05-15 5 2 34 39 Book Review: The Power of Student Agency: Looking Beyond Grit to Close the Opportunity Gap by Anindya Kundu https://ojs.iucdt.com/index.php/johe/article/view/130 <p>A book review of Anindya Kundu's <em>The Power of Student Agency: Looking Beyond Grit to Close the Opportunity Gap</em>.</p> April Taylor Copyright (c) 2021 April Taylor https://creativecommons.org/licenses/by-nd/4.0 2021-05-15 2021-05-15 5 2 30 33 Higher Education and Real-world Training (HEaRT) https://ojs.iucdt.com/index.php/johe/article/view/133 <p>The Higher Education and Real-World Training (HEaRT) model provides a new online experiential ecosystem for learning where learners and employers meet to solve real-world problems. Southern New Hampshire University (SNHU) Academic team works in partnership with Career Services to support learners in healthcare administration, public health, nursing, and health information systems. The HEaRT asynchronous ecosystem allows for learners in an online learning platform to build soft skills—including team building, critical thinking, problem solving, communication, and networking—while connecting theory to practice. This innovative experience includes real-time feedback from industry experts, collaboration with peers, networking in an online learning community, and a learner-to-mentor ratio that supports highly effective learning. Learners who successfully meet the mastery requirements of the experience receive a digital badge and have the opportunity to apply for prior learning assessment (PLA) credit.</p> Denise Bisaillon Toni Clayton Stacey Rosenberg Jan Wyatt Beth VanOrsdale Copyright (c) 2021 Denise Bisaillon, EdD, Toni Clayton, PhD, Stacey L. Rosenberg, DNP RN ACNS-BC CNE, Jan Wyatt, PhD, Beth Vanorsdale, DNP RN MHA CPHRM CNE https://creativecommons.org/licenses/by-nd/4.0 2021-05-15 2021-05-15 5 2 3 19 Trifecta of Student Engagement Framework https://ojs.iucdt.com/index.php/johe/article/view/124 <p>The purpose of this paper is to discuss the benefits of implementing the Trifecta of Student Engagement Framework in online courses and its subsequent benefit to transfer students, including degree completion. Many students who seek to transfer from community colleges are nontraditional and due to the rapidly increasing financial concern resulting from the COVID-19 pandemic, community colleges are growing in popularity as a cost-effective option for many potential and existing college students. It is critical for the often-nontraditional transfer student to feel engaged in courses to facilitate their ultimate goal of degree completion. The Trifecta of Student Engagement framework proposes that students need to be engaged with course content, peers, and instructor to be wholly engaged in an online course. The Trifecta of Student Engagement framework may, in turn, aid buy-in to the university, academic programs and ultimately aid in the enablement of degree completion for transfer students.</p> Jamie Gilbert Mikell Copyright (c) 2021 Jamie Gilbert Mikell https://creativecommons.org/licenses/by-nd/4.0 2021-05-15 2021-05-15 5 2 20 29 Editorial Welcome https://ojs.iucdt.com/index.php/johe/article/view/134 <p>Editorial welcome for the May 2021 issue of Journal of Online Higher Education.</p> Sarah Fulkes Copyright (c) 2021 Sarah Fulkes https://creativecommons.org/licenses/by-nd/4.0 2021-05-15 2021-05-15 5 2 1 2