Okay, I’m at the e-Learn conference this week (actually started today, so I am late getting this up). Based upon what I have been able to find, here are the K-12 online learning sessions.
High school online courses: Student motivation and the need for dedicated mentors.
Type: Best Practices Session Topic: Implementation Examples & Issues
Room: 14
Tue, Nov. 18 1:30 PM-1:50 PM
Authors:
Scott Robison, Ohio University – College of Education, USA
James Addington, Ohio University – College of Education, USA
Abstract:
Students from several high schools in the Appalachian Ohio region were invited to participate in online Advanced Placement courses during the 2007-08 academic year. Prior to the courses starting, nearly half of the students felt their motivation level toward their online course was lower than for a traditional course. Students’ major concerns were time to complete the course and not having a teacher with them to ask questions. For the fall and spring semesters, 39% and 25% of the students completed their courses, respectively. Given the other potential barriers to student achievement, it is proposed that student motivation was the major reason for low retention and achievement. It is proposed that providing a dedicated mentor for students taking online courses would increase student motivation to complete their course and improve achievement. If this was substantiated with additional research, the “best practice” for student success in online courses would include providing a dedicated mentor for students.
U.S. Virtual School Trial Period and Course Completion Policy Study
Type: Full Paper Topic: Research
Room: 3
Tue, Nov. 18 3:15 PM-3:45 PM
Authors:
Abigail Hawkins Gonzales, University of Nevada, Las Vegas, USA
Michael K. Barbour, Wayne State University, USA
Abstract:
Variations in the policies used by virtual schools in relation to course enrollment trial periods and course completion impact the comparability of attrition statistics. We contacted 159 U.S. virtual schools and received responses from 86 schools, a response rate of 54%. 68.6% of respondents had trial periods that varied from one day to 185 days. Course completion definitions varied considerably from remaining in the course irrespective of the final grade to receiving an A-, considered a passing grade. These differences were examined based upon geographical region and school type. We recommend virtual schools adopt multiple measures for calculating student attrition to allow meaningful comparisons between virtual and also with brick and mortar schools.
Teaching Online: Meeting the Challenge with Emerging Strategies for Effective Professional Development
Type: Best Practices Session Topic: Implementation Examples & Issues
Room: 4
Wed, Nov. 19 11:15 AM-11:35 AM
Authors:
Kerry Rice, Boise State University, USA
Donna Vakili-Hutchison, Idaho Digital Learning Academy, USA
Abstract:
The growth of online courses, programs and schools, has resulted in increased demand for online teachers. Who are those teachers and how are they learning to teach online? What frameworks and expectations do online programs bring to preparing their faculties – and what rubrics do they use to evaluate? Hear findings from Boise State University’s major research project on the status of K-12 online professional development, and see how a state-led K-12 online program integrates emerging best practices into their innovative teacher training programs.
Secondary Students Perceptions of Web-Based Learning
Type: Full Paper Topic: Research
Room: 5
Wed, Nov. 19 1:30 PM-2:00 PM
Authors:
Michael Barbour, Wayne State University, USA
Angelene McLaren, Wayne State University, USA
Lin Zhang, Wayne State University, USA
Abstract:
In this paper, the authors presents the results of a survey study of secondary students’ perceptions of useful and challenging characteristics (the follow-up interview study analysis is not quite ready at the time of this proposal). Data were collected using a modified version of a questionnaire from earlier studies. More specifically, the author focuses on what web-based learning looks like for secondary students, along with their perceptions of the benefits, challenges, and helpful components in the web-based learning environments. As this study utilized similar instruments to earlier studies that looked at the perceptions of post-secondary students and corporate web-based trainees, comparisons will be made between the secondary students in this study and the populations in those other studies.
What are they doing and how are they doing it? Rural student experiences in virtual schooling
Type: Full Paper Topic: Research
Room: 5
Wed, Nov. 19 2:00 PM-2:30 PM
Authors:
Michael Barbour, Wayne State University, USA
Abstract:
This qualitative study examined the nature of virtual schooling in Newfoundland and Labrador secondary education, specifically the learning experience for students and the kinds of support and assistance most frequently used and most valued by students learning in a virtual environment. Students and teachers were interviewed and observed during their virtual school class time. Data were analyzed using the constant comparative method. Findings indicated that during their asynchronous class time students were often assigned seat work or provided time to work on assignments, however, students rarely used this time to complete work. When the students required assistance they relied upon their local classmates, or their e-teacher or in-school teachers. Students rarely used most of the support resources provided to them. Further research is needed to improve asynchronous teaching strategies and to investigate how teachers encourage greater interaction and sense of community among students.
Tools and Curriculum to Prepare Preservice Teachers for the 21st Century Schools with Virtual Schooling
Type: Brief Paper Topic: Research
Room: 14
Wed, Nov. 19 2:10 PM-2:30 PM
Authors:
Yasemin Demiraslan, Iowa State University, USA
Niki Davis, Iowa State University, USA
Amina Charania, Iowa State University, USA
Abstract:
Virtual Schooling (VS), or K-12 distance education, has become part of legislated school reform and improvement in many states. Key roles in VS are: VS site facilitator, VS teacher, and VS designer. The Teacher Education Goes into Virtual Schooling project led by Iowa State University has attempted to build VS competencies by developing tools that can be shared within the teacher education community. The purpose of this paper is to describe the formative evaluation of tools and curriculum materials that prepare preservice teachers for the real environments they will face in VS. Also included are the recommendations for further research and development.
If I have missed any, please let me know. I’ll try and post some information about some of the individual presentations that I’m able to attend.
