Editorial

Structural equation modelling data from high school students in Jiangsu Province, China indicate that better performance in the three stages of self-regulated learning decreases the perception of online learning ineffectiveness. Twenty-eight Washington State schools using math OER with middle school students provided the context that examines OER curriculum effects, whether time duration of curriculum use influences math results, and the influence of other factors on student achievement when using math OER. The findings indicate that Ukrainian e-learning platforms need further support for open access development along with improved collaboration and communication tools.