Sunday, 28 April 2013
Distance Learning for Students with Special Needs through 3D Virtual Learning
Presenters/Authors: James M. Laffey (University of Missouri), Janine Stichter (University of Missouri), Krista D. Galyen (University of Missouri – Columbia)
Scheduled Time: 2:15pm – 3:45pm
Building/Room: Sir Francis Drake, Second Level – Empire
In Session: Research Explorations in Immersive Environments for Learning
Abstract: The research reported here is part of a design research process for developing virtual learning systems to improve outcomes for students with special needs who live in rural or small school districts. Typically the services, curriculum and expertise of teachers in rural and small districts are limited, and distance learning may be an approach to bridge gaps between limitations of these settings and best practices. iSocial is an innovative 3D Virtual Learning Environment to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. A field test of iSocial with 11 students shows promise for improvements in social competence, but also challenges for distance learning delivery of 3D virtual learning.
Virtually Hired: Preservice Teachers’ Transitions Directly Into Online Teaching Positions at a Virtual School
Presenter/Author: Kathryn M. Kennedy (iNACOL)
Scheduled Time: 4:05pm – 6:05pm
Building/Room: Parc 55, Third Level – Mason
In Session: Online Teaching and Learning
Abstract: This phenomenological study documents the experiences of preservice teachers’ who were hired as online teachers in a virtual school directly out of their teacher education program. Six preservice teachers graduating from a large research university in the southeastern United States made the transition to a state-led virtual school and were individually interviewed four times to reach a thick description of their lived experience in this new phenomenon. With the ever-exponentially-expanding number of online course enrollments in K-12 education, the likelihood of this phenomenon occurring more and more will inevitably grow. This study offers insight to teacher educators on why they need to and how they could prepare their preservice teachers for K-12 online and blended learning environments.
The Intersection of Face-to-Face and Online Teaching: A Study of Virtual Public School Teachers
Presenter/Author: Amy E. Garrett Dikkers (University of North Carolina – Wilmington)
Scheduled Time: 4:05pm – 6:05pm
Building/Room: Parc 55, Third Level – Mason
In Session: Online Teaching and Learning
Abstract: This study addresses the question of if and how teaching in an online learning enviornment has impacted 9-12 teachers’ face-to-face practice. The study offers triangulated results from teachers in a large southeastern virtual public school with a survey (n=214; 54% response rate), focus groups (n=7; 37% response rate), and telephone interviews (n=5; 56% response rate). Teachers identified strategies, technology tools, and pedagogical practices that changed in their face-to-face teaching; however, they also discussed communication, the changing role of the teacher and student, their own professional and leadership growth, and an increased confidence in their abilities to teach.
Monday, 29 April 2013
Improving the Course Design Process at a Virtual High School
Presenters/Authors: David Adelstein (Wayne State University), Jonathan Morrison (Wayne State University), Michael Kristopher Barbour (Wayne State University)
Scheduled Time: 8:15am – 9:45am
Building/Room: Sir Francis Drake, Second Level – Empire
In Session: The Design Behind Learning Management Systems, Virtual High Schools, Technology Uses, and Military Instruction
Abstract: This proposal discusses a study conducted at the Illinois Virtual High School on the creation process of student courses. Using data collected from document analysis, surveys and interviews, the research highlighted the positive experience developers had in creating virtual courses but stressed a need for structure in both design and professional development. The results presented are important not just to IVHS but other virtual high schools wishing to avoid the pitfalls of design.
Virtual Learning in New Zealand: Examples of Networked Schools
Presenters/Authors: Michael Kristopher Barbour (Wayne State University), Derek Wenmoth (Core Education Ltd), Niki Davis (University of Canterbury)
Scheduled Time: 10:35am – 12:05pm
Building/Room: Parc 55, Fourth Level – Cyril Magnin Foyer
In Session: Online Teaching and Learning Posters: Design and Pedagogy, and Blended Learning
Abstract: This proposal describes a study into the development of virtual learning in New Zealand, specifically to identify examples of networked schools. Using a variety of data collection methods, the researchers identified four examples where e-learning clusters acted as a change agent to reform classroom instruction and how schools were organised. These included where teaching online changed teachers’ classroom pedagogy, allowing flexibility within the school timetable so students could enroll in courses regardless of when the course was being “taught,” a transformation of the role of the school-based teacher from a subject matter specialist to generalist responsible for facilitating students’ learning, and re-considering the physical space to accommodate student learning in a twenty-first century networked school.
A Blended Approach to Canadian First Nations Education: The Sunchild E-Learning Community
Presenter/Author: Norman Davis Vaughan (Mount Royal University)
Scheduled Time: 10:35am – 12:05pm
Building/Room: Parc 55, Fourth Level – Cyril Magnin Foyer
In Session: Online Teaching and Learning Posters: Design and Pedagogy, and Blended Learning
Abstract: The purpose of this research study was to investigate if and how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the Sunchild E-Learning Community program (2012) through the lens of the Seven Principles of Effective Teaching (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of local learning centers and mentors with online teachers, who provide synchronous tutorials through the use of a web-based learning management system and conferencing tool, was the key to academic success.
A Year in Review: An Evaluation of an Online Blended Science Curriculum Model in One Urban District
Presenters/Authors: Virginia Walker Snodgrass Rangel (Rice University), Jarrett Reid Whitaker (Rice University)
Scheduled Time: 10:35am – 12:05pm
Building/Room: Parc 55, Fourth Level – Cyril Magnin Foyer
In Session: Online Teaching and Learning Posters: Design and Pedagogy, and Blended Learning
Abstract: Online learning is rapidly expanding in U.S. public schools. Yet, most online programs remain understudied and it is unclear what the impact of these programs is on learning. The purpose of this study is to evaluate one online model, X STEM. This study draws on the science inquiry and the online learning literatures. The study compares student science achievement in elementary schools with X STEM to that in elementary schools without X STEM. Hierarchical linear modeling techniques will be used to analyze student performance on the 5th grade science exam in one large urban district, while controlling for classroom- and school-level factors. Early descriptive results are positive, suggesting that average scores are higher for students in X STEM classrooms.
Tuesday, 30 April 2013
A Framework for Looking at Group Work in Asynchronous Online Courses for High School Students
Presenter/Author: Susan Lowes (Teachers College, Columbia University)
Scheduled Time: 8:00am – 10:00am
Building/Room: Parc 55, Fourth Level – Mission I
In Session: K-12 and Community College Online Environments
Abstract: The ability to work in groups across time and space has become a frequent requirement for the workplace and is increasingly common in higher education, but there is a surprising lack of research on how online groups work. This research applies analytical approaches used in studies of face-to-face classroom “talk” to twelve groups in two online high school courses. We found two activities that demanded group problem-solving styles—one for deciding how to work as a group and a second for responding to the content of the assignment; that successful groups had directive leaders; that most groups divided the labor, working in parallel rather than collaboratively; and that there was therefore very little collaborative learning in the group projects examined.
Student Voices: Online High School Students’ Reactions to the Social Presence Model for a Quality Learning Experience
Scheduled Time: 8:00am – 10:00am
Building/Room: Parc 55, Fourth Level – Mission I
In Session: K-12 and Community College Online Environments
Presenters/Authors: Somer Lewis (North Carolina Virtual Public Schools), Amy E. Garrett Dikkers (University of North Carolina – Wilmington), Aimee Whiteside (University of Tampa)
Abstract: We extended our research to learn about high school students’ needs and perceptions in regard to online learning. Through survey and other methods, we introduced students to the Social Presence Model and examined their perceptions of quality online learning and their needs as an audience. Our research questions were as follows: (a) What are students’ perceived benefits and challenges of online learning? (b) What are students’ perceptions of the Social Presence Model for quality teaching and learning in online environments? (c) Is the Social Presence Model a useful tool to gauge expectations of themselves and their teachers? Our findings revealed a few key perceptions from students that may make a marked difference for future K-12 online learning.
The Nature of Online Teacher Engagement at the Open High School of Utah
Presenters/Authors: Jered Borup (Brigham young University), Charles R. Graham (Brigham Young University)
Scheduled Time: 8:00am – 10:00am
Building/Room: Parc 55, Fourth Level – Mission I
In Session: K-12 and Community College Online Environments
Abstract: This research analyzed 22 interviews with 11 instructors at the Open High School of Utah—an online charter school with an overall course pass rate of 80% and higher than average standardized test scores. It was found that OHSU’s premade curriculum allowed teachers to spend the majority of their time tutoring and interacting with students. In most cases the curriculum was developed in house, allowing teachers to easily modify it to better fit student needs. In addition, teachers used a variety of strategies to motivate students. However, all teachers indicated some difficulty in engaging reluctant students because of teachers’ physical separation from students and the lack of visual cues.
Wednesday, 01 May 2013
Can Value-Added Teaching Effectiveness Models for Traditional Classrooms Measure Online Teaching Quality?
Presenters/Authors: Wendy Oliver (RANDA Solutions), Margaret D. Roblyer (Nova Southeastern University)
Scheduled Time: 12:25pm – 1:55pm
Building/Room: Parc 55, Second Level – Divisadero
In Session: Online Teaching and Learning: Theoretical Perspectives and Tools
Abstract: This study explored whether value-added models (statistical measures of a teacher’s contribution to a student’s learning) used to gauge traditional teaching can be used in online environments. Currently there is no way to confirm or refute a commonly-held assumption that teachers’ abilities in traditional classes cannot predict their abilities in online courses. The purpose of this study was to compare quality of online and traditional instruction by comparing student gain scores from both courses. If a significant correlation exists in student performance, then value-added findings for teachers should be consistent – and therefore useful – in either area. Results found no significant differences between online and traditional programs. However, educators cited various limitations of using value-added models to assess teacher quality.
“Achievement” and “Learning” in the Discourse of Virtual Schooling: Ideational Regimes in the Organization of Policy Collectives
Presenters/Authors: Rick J. Voithofer (The Ohio State University), Jan K. Nespor (The Ohio State University)
Scheduled Time: 2:15pm – 3:45pm
Building/Room: Grand Hyatt, Theatre Level – Curran
In Session: Participatory Literacy and Discourses of Digital Media
Abstract: This paper has two broad aims. First, it examines the relations of the diverse set of actors promoting virtual schooling and asks how and through what mechanisms they collectively produced a policy space in which support for it could flourish. Second, it traces how the concepts of “learning” and “achievement” are variously defined across this ensemble of actors, explicates the roles they play in linking the efforts of the different actors, and finally, examines how the meanings of the terms shift as they are incorporated into the virtual school movement and across virtual school curricula. It will show how transformations in conceptions of knowledge in VSs have direct implications for curriculum on a translocal scale.
Im at the 2013 annual meeting of the American Educational Research Association, taking place from 27 April to 01 May 2013 in San Francisco, and as best I can I will be blogging the K-12 online learning presentations that I identified from searching the program. The fourth session I am blogging is:
