EBSCO Alerts

First, the alert for virtual schools.

1. TI- A Financial and Academic Investigation of the Virtual Learning Environment versus the Traditional Learning Environment for Students in Poverty.
LA- English
AU- David W. Erickson
JN- ProQuest LLC
SO- ProQuest LLC, D.Ed. Dissertation, University of Florida
PG- 53
DT- 20180101
YR- 2018
PT- Dissertations/Theses – Doctoral Dissertations
AB- This study contrasted the standardized test scores of impoverished students who took secondary courses in a virtual setting with those of impoverished students who took secondary courses in a traditional brick-and-mortar setting in a selected school district in Florida. The selected school district is located on Florida’s central eastern coast, and has a student body of just over 17,000. A pre-experimental design was implemented. The independent variable was virtual education. Dependent variables were state level end of course exams in Algebra I and II, Geometry, Biology, and U.S. History. Independent t-tests with non-equivalent means were conducted for statistical significance. Means and standard deviations are included, and independent t-tests were performed to determine statistical significance. Results are provided by gender. Virtual education was found to have a significant effect on the U.S. History end of course exam, t(82.78) = 4.15, p <0.001. Virtual education also had a significant effect for female students when controlling for gender t(54.95) = 5.25, p < 0.001, and a significant effect for males t(1303) =1.92, p[less than or equal to]0.05 on the Biology end of course exam. Additionally, a financial investigation of the selected school district’s financial use of Florida Virtual School is provided. Finally, the study included a breakdown of ethnicity with statistical support that impoverished minority students from within the selected school district did not access virtual education at the same rate as their impoverished majority peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
DE- Electronic Learning
DE- Educational Environment
DE- Secondary School Students
DE- Economically Disadvantaged
DE- Poverty
DE- School Districts
DE- Standardized Tests
DE- Scores
DE- State Standards
DE- Algebra
DE- Geometry
DE- Biology
DE- United States History
DE- Educational Finance
DE- Minority Group Students
DE- Ethnicity
SU- Secondary Education
GE- Florida
IB- 979-88-340-3619-7
FT- N
TY- ED
LV- Not available from ERIC
EM- 2024
RV- N
AN- ED646251

Next, the alert for cyber schools.

1. TI- Social Media Use, Cyber Victimization, and Adjustment during COVID-19 Virtual Learning: A Short-Term Longitudinal Study among Chinese Middle School Students.
LA- English
AU- Cixin Wang
AU- Ting Gao
AU- Xueqian Cheng
AU- Beilei Li
JN- School Psychology
SO- School Psychology, v39 n2 p176-186 2024
VI- 39
IP- 2
PD- 176-186
PG- 11
DT- 20240101
YR- 2024
PT- Journal Articles
PT- Reports – Research
AB- This study investigated the changes in social media use and cyber victimization before (November 2019) and during the COVID-19 pandemic (March 2020) among Chinese middle school students. It also examined the relation between cyber victimization and school adjustment overtime, and whether depressive symptoms mediated this relation and whether the social media use moderated this relation. We collected two waves of survey data from 65 seventh to ninth grade students (M[subscript age] = 13.93, SD[subscript age] = 1.17, 50.5% male) from two middle schools from Beijing, China over 4 months. Results indicated that middle school students spent more time on social media during the pandemic than before COVID-19 (d = 0.55). Cyber victimization was prevalent among Chinese middle school students at both time points (37.2% of students at T1 and 34.6% of students at T2 experienced some cyberbullying). The relationships between cyber victimization at T1 and T2 and school adjustment at T2 were fully mediated by depressive symptoms at T2. The indirect effects were -0.06 (mediation model, 95% CI [-0.12, -0.01], p = 0.02) and -0.07 (serial multiple mediation model, 95% CI [-0.11, -0.04], p < 0.001). Students’ excessive social media use (more than 1 hr per day) also moderated this mediation. Specifically, for students who used social media excessively, cyber victimization at T1 directly predicted depressive symptoms at T2. However, this relation was not significant among students who used social media moderately (1 hr or less per day). These results highlight the importance of collaboration between educators and parents to monitor students’ social media use, cyber victimization, and depressive symptoms in order to promote adjustment during COVID-19 virtual learning.
DE- Social Media
DE- Bullying
DE- Computer Mediated Communication
DE- COVID-19
DE- Pandemics
DE- Electronic Learning
DE- Distance Education
DE- Foreign Countries
DE- Middle School Students
DE- Mental Health
SU- Junior High Schools
SU- Middle Schools
SU- Secondary Education
GE- China
IS- 25784226
IS- 25784218
DI- 10.1037/spq0000582
FT- N
TY- EJ
LV- Not available from ERIC
EM- 2024
RV- Y
AN- EJ1418675

Finally, the alert for K-12 online learning.

1. TI- A Missing Piece in the K-12 Online Learning Puzzle: Professional Development for Online Teachers.
LA- English
AU- Chad A. Turley
JN- ProQuest LLC
SO- ProQuest LLC, Ph.D. Dissertation, Brigham Young University
PG- 148
DT- 20220101
YR- 2022
PT- Dissertations/Theses – Doctoral Dissertations
AB- Online course offerings and student enrollments continue to increase on a yearly basis, making online education a viable option for many K-12 students. This growth has increased the demand for online teachers and many educators will be experiencing the online environment for the first time. Many instructors find the online environment requires a new way of thinking and teaching than they are accustomed to in the traditional classroom. As teachers move from in-person instruction to teaching online, the need for professional development is well documented in current literature. Some practices from the traditional classroom may easily transfer, but many of the needed strategies and competencies are unique to online learning. What is missing from the literature is a review of competencies that can be focused on for the professional development of online teachers. This review explores research regarding current competencies needed for teaching online for both new and current online instructors. The competencies examined include acting as facilitator, developing course knowledge, encouraging student engagement, providing regular and timely communication, maintaining a presence, keeping students on pace, giving feedback, increasing technology literacy, and developing time management skills. By incorporating these competencies into their professional development, online institutions will have more successful and satisfied participants, motivated to continue teaching and learning in the online environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
DE- Elementary Secondary Education
DE- Professional Development
DE- Electronic Learning
DE- Online Courses
DE- Competency Based Teacher Education
DE- Teachers
SU- Elementary Secondary Education
IB- 979-88-415-2848-7
FT- N
TY- ED
LV- Not available from ERIC
EM- 2024
RV- N
AN- ED646717