Virtual School Meanderings

August 6, 2013

Call For Chapters: Exploring The Effectiveness Of Online Education In K-12 Environments

This came across my electronic desk a few weeks back and I thought that I had posted it before now…

Call for Chapters: Exploring the Effectiveness of Online Education in K-12 Environments

Editors

Dr. Tina Heafner, University of North Carolina at Charlotte
Dr. Richard Hartshorne, University of Central Florida
Dr. Teresa Petty, University of North Carolina at Charlotte

Call for Chapters

Proposals Submission Deadline: August 15, 2013
Full Chapters Due: December 15, 2013
Submission Date: April 30, 2014

Introduction
Over the past decade, the World Wide Web has become a critical tool for educators to utilize in their teaching and learning experiences. National efforts have been made to encourage technology integration in teacher preparation with expectations for frequent and successful applications with K-12 learners. One consequence of this is that there has been a growing trend in K-12 education to provide students with more online and blended educational opportunities. While online and blended learning have become pervasive in many fields in education, other than for a few states, these have been somewhat slow to catch on in K-12 settings. However, for a variety of reasons (e.g., technological advances, budgeting concerns, technological expectations of students, diversity of course offerings, addressing individualized and specialized student needs, charter school movement), online and blended learning in K-12 settings are becoming increasingly available at the elementary, middle, and high school levels. The availability of online and blended classes to supplement or diversify course offerings within school systems as well as the emergence of virtual schools are evidence of this growing trend in K-12 schooling. Distribution of educational funds and the pervasive use of social media and technology further emphasize the importance of online instruction. While this trend continues unabated, little research has empirically explored the effectiveness of online education in K-12 settings. Furthermore, as online learning opportunities expand, unanticipated issues and challenges arise. Examining data-based and empirical studies within this edited volume will help policy makers, school administrators, teachers, researchers and teacher educators to understand the impact of these emerging learning environments in relationship to learning outcomes. This book will also explore the new push in contemporary literature that makes quality an essential consideration of K-12 online instruction. Therefore, a collection of research and examination of online and blended learning methods is needed to provide some guidance for future decision-making regarding the nature, structure, quality, and use of online education in K-12 schools. Objective of the Book
We define K-12 online learning as technology-mediated learning that moves learning beyond the confines of traditional classroom structures. In these innovative learning environments, students engage in content instruction through both asynchronous and synchronous applications of technology. Technological tools include software and hardware used to facilitate virtual learning. Teachers embrace social networking, interactive tools, and other traditional and emerging technologies that support the development of an educational community by establishing a cognitive, social, and cultural presence between instructor and pupil and among students. K-12 online and blended learning also includes development of courses and explorations of how content is delivered as well as how this varies across disciplines. Consideration for how online and blended learning support current educational initiatives, such as Common Core State Standards and the Partnership for 21st Century Skills, will be addressed. Another, more emergent online initiative, is the creation of online K-12 schools. Examples of such programs and educational environments will be included and explored. It is also important to understand the theoretical, pedagogical, technological, financial, and logistical issues, as well as management approaches, instructional delivery options, and policy considerations needed to create quality online K-12 education and schools. This book will explore the new push in contemporary literature that makes quality an essential consideration of K-12 online instruction. A final objective of this book is to present empirical evidence of student learning and assessment in the context of various online aspects of K-12 distance education. Associations between online instruction and student achievement will be considered. Examining data-based and empirical studies within this edited volume will help policy makers, school administrators, teachers, researchers and teacher educators to understand the impact of these emerging learning environments in relationship to learning outcomes. Thus, the primary purpose of this book is to present information about current K-12 online and blended practices and research in K-12 online learning, while also presenting opportunities, methods, and issues involved with implementing these online and technologically innovative opportunities in K-12 schools.Target Audience
With the impending growth of online learning in K-12 schools, this book will serve as a data-based resource to guide decision-making, policy structures, and the implementation of online learning in an effort to help administrators, teachers, and policy makers develop successful online and blended K-12 courses, distance education programs, and virtual schools that positively impact learning and educational environments. This book will primarily focus on practice and research in K-12 online education, while also providing a secondary analysis of professional development and other extraneous issues related to K-12 online and blended learning environments. Ultimately, this book will serve as a research-based reference for online K-12 teachers and administrators, those that prepare online K-12 teachers and administrators, as well as state departments of education exploring the potential of developing, modifying, or expanding online and blended learning in K-12 settings. The book could also be a useful text for courses related to online and blended teaching and learning in K-12 settings.Recommended topics include, but are not limited to, the following:

  • Best Practice Case Studies for Online and Blended Instruction
  • Comparisons of Delivery Options in K-12 Education (Online, Blended, Face to Face)
  • Effective and Successful Practices in Online Instruction
  • Emerging Technologies in K-12 Schooling
  • Innovative Online Teaching and Learning Practices in K-12 Education
  • Instructional Models in K-12 Online Teacher Education
  • Issues, Challenges and Trends in Quality Online Education
  • Internationalization and Cultural Aspects of Online K-12 Education
  • Implications of Online K-12 Education and Future Practice
  • K-12 Online and Blended Teaching and Learning
  • K-12 Online Course Development and Instructional Design
  • K-12 Student Learning Outcomes (or differences) in Online Education
  • Learning Theory and Online Learning in K-12 Education
  • Models for Virtual K-12 Schools
  • Online Educational Policies for K-12 Schools (and classes)
  • Online learning Tools for K-12 Education
  • Promoting Collaborative Learning in Online K-12 Education
  • Student Learning Outcomes in Online or Distance Education
  • Subject-area-specific Applications in Online and Blended Learning
  • Usability and Evaluation of Online Environments in K-12 Education

Submission Procedure
Researchers, administrators, and practitioners are invited to submit on or before August 15, 2013, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by September 15, 2013 about the status of their proposals and sent chapter guidelines. Full chapters of 8,000-9,000 words are expected to be submitted by December 15, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors will also be requested to serve as reviewers for this project. Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2014.Important Dates
August 15, 2013 Proposal Submission Deadline
September 15, 2013 Last Call for Proposals
October 15, 2013 Notification of Acceptance
December 15, 2013 Full Chapter Submission
February 28, 2014 Review Results Returned
April 30, 2014 Final Chapter Submission

Inquiries and submissions can be forwarded electronically (Word document):

Dr. Tina Heafner or Dr. Teresa Petty
Department of Middle, Secondary, and K-12 Education
UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE
Tel.: 1.704.687.8888 • Fax: 1.704.687.6470 • Skype: theafner or tmpetty
E-mail: theafner@uncc.edu or tmpetty@uncc.edu; onlineteachered@gmail.com
Dr. Richard Hartshorne
Department of Educational & Human Sciences
UNIVERSITY OF CENTRAL FLORIDA
Tel.: 1.407.823.1861 • Skype: rhartsho49er
E-mail: richard.hartshorne@ucf.edu

1 Comment »

  1. […] Call For Chapters: Exploring The Effectiveness Of Online Education In K-12 Environments […]

    Pingback by Statistics for August 2013 | Virtual School Meanderings — September 2, 2013 @ 9:05 am | Reply


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