Repost: K-12 Online Learning Presentations at AERA

Note the final one at the bottom was one I missed and added today (16 April 2009) – MKB.

This is a repost from an entry about a week or two ago (see K-12 Online Learning Presentations at AERA).  I’ll be traveling this morning, but arrive in San Diego at 10:00am and hope to make Dr. Roblyer’s first session.

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So, the annual meeting of the American Educational Research Association is coming up in less than two weeks, so I figure the time has come to list the K-12 online learning presentations that I was able to find my searching the program.  As always, I searched for the main researchers and then some keyword searches using virtual school, cyber school, K-12 online learning, etc..  I’m sure there are ones I have missed, and if you know of any please let me know in the comments below.

Voices of Virtual Teachers: A Qualitative Study of Why Students Succeed in Online Courses

Schedule Information:
Scheduled Time: Mon, Apr 13 – 12:50pm – 1:30pm Building/Room: San Diego Marriott Hotel & Marina / Marriott Hall Salon 4
In Session: Qualitative Research Applications

Authors:

• Margaret D. Roblyer (University of Tennessee – Chattanooga)
• Marclyn Porter (University of Tennessee – Chattanooga)

Abstract:
Though virtual schooling is generally acknowledged as a 21st century success story in our K-12 education system, virtual courses have comparatively less success in terms of retention. Quantitative studies have yielded an array of characteristics that contribute to student success that can be used to identify and support virtual school students who can be considered at-risk. The current study sought teacher input that might yield additional insights on what drives online student success. Researchers collected interview data from 61 virtual school teachers at two large virtual schools. Content analysis was used to establish patterns in interview data that included the importance of student characteristics and skills and highlighted the problem of student misconceptions and the importance of facilitation.

K-12 Online Teachers: SIG-Online Teaching and Learning

Schedule Information:
Scheduled Time: Tue, Apr 14 – 12:25pm – 1:55pm Building/Room: San Diego Marriott Hotel & Marina / Newport Beach
Title Displayed in Event Calendar: K-12 Online Teachers

Session Participants:
Chair: Marclyn Porter (University of Tennessee – Chattanooga)
Who’s at the Keyboard? A Description of K-12 Online Teachers in the United States

• Leanna Matchett Archambault (Arizona State University), Kent J. Crippen (University of Nevada – Las Vegas)

Online Professional Development in Science Content and Pedagogy

• Cathy Cavanaugh (University of Florida), Kara M. Dawson (University of Florida)

Strategies for Teaching Online Courses Within the Sub-Saharan African Context: An Instructor’s Recommendations

• Stephen A. Asunka (Teachers College, Columbia University), Hui Soo Chae (Teachers College, Columbia University)

Discussant: Mark A. Horney (University of Oregon)
Abstract:
This session will feature three papers on issues associated with online learning in K-12 environments.

Student Expectations for Teachers in Virtual School Environments

Schedule Information:
Scheduled Time: Wed, Apr 15 – 8:15am – 9:45am Building/Room: San Diego Convention Center / Sails Pavilion
In Session: Instructional Technology SIG Posters

Authors:

• Kevin Patrick Brady (North Carolina State University)
• Kevin M. Oliver (North Carolina State University)
• Jason W. Osborne (North Carolina State University)

Abstract:
A mixed methods evaluation was conducted of the new North Carolina Virtual Public School (NCVPS), revealing significant student expectations for teachers in virtual school environments. While students generally agreed their teachers provided a high quality online course experience, their recommendations confirm many quality teaching variables that have been suggested for online teachers. Namely, students expect frequent communication with and feedback from their instructor, presentations and elaborations of content by their instructor, a variety of course activities including peer collaborations, and appropriate resource additions to standardized course shells as necessary. Study findings can be used to establish expectations for online teachers and to design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.

It’s Not That Tough: Students Speak About Their Online Learning Experiences

Schedule Information:
Scheduled Time: Wed, Apr 15 – 8:15am – 9:45am Building/Room: Manchester Grand Hyatt / Madeleine Room C
In Session: Designing Online Experiences: Sharing the Investigations

Authors:

• Michael Kristopher Barbour (Wayne State University)
• Angelene McLaren (Wayne State University)
• Lin Zhang (Wayne State University)

Abstract:
K-12 online learning is growing in Canada. However, the vast majority of literature is focused on practitioners and not on systematic inquiry, and even published research has largely excluded the perspectives of students engaged in virtual schooling. This interview study examines student perceptions of components of virtual schooling that are beneficial and challenging for secondary school students. Students largely enjoyed their online courses and found synchronous classes, the technology, and the ability to control their own learning as positive aspects of their experience. They also found the lack of a sense of online community, working during their asynchronous classes, and the asynchronous content to be challenging; and made suggestions for improvement to each, along with advice to future online students.

Rurality and Virtual School Environments: An Analysis of Student and Teacher Expectations

Schedule Information:
Scheduled Time: Wed, Apr 15 – 12:25pm – 1:05pm Building/Room: San Diego Marriott Hotel & Marina / Marriott Hall Salon 4
In Session: Rurality, Community, and Education

Authors:

• Kevin Patrick Brady (North Carolina State University)
• Kevin M. Oliver (North Carolina State University)
• Ruchi Patel (North Carolina State University)
• Jason W. Osborne (North Carolina State University)

Abstract:
A mixed methods evaluation was conducted of the new North Carolina Virtual Public School (NCVPS) analyzing student and teacher expectations in virtual school environments. In this proposal, special attention is given to the impact of rurality on student and teacher expectations associated with virtual schools. North Carolina is currently one of twelve states where rural children comprise a majority of the students attending the state’s public elementary and secondary schools. Based on this proposal, study findings can be used to establish the expectations for online teachers and students taking online courses as well as help design effective professional development experiences that adequately prepare teachers to undertake divergent roles unique to online instruction in rural communities.

Virtual School Student Performance in a Rural and Remote Jurisdiction

Schedule Information:
Scheduled Time: Wed, Apr 15 – 12:25pm – 1:05pm Building/Room: San Diego Marriott Hotel & Marina / Marriott Hall Salon 4
In Session: Rurality, Community, and Education

Authors:

• Dennis M. Mulcahy (Memorial University – Newfoundland)
• Michael Kristopher Barbour (Wayne State University)

Abstract:
As out-migration continues to ravage rural regions in Newfoundland and Labrador, more rural schools are relying upon the province’s virtual high school to offer courses students require simply in order to graduate. The concern is that virtual school, and K-12 distance education in general, has been shown to be an effect alternative for a select group of students. With a wider range of students forced into this largely independent learning environment, research must be undertaken to ensure that all students are being accommodating. This study proposes to address this gap by examining student enrollment patterns and performance levels in virtual schooling in the province’s most remote school district.

Virtual Teachers Speak: Teacher Perceptions of Factors Driving Student Success in Online Courses

Schedule Information:
Scheduled Time: Wed, Apr 15 – 2:15pm – 3:45pm Building/Room: San Diego Marriott Hotel & Marina / Solana
In Session: Student Work in Online Environments

Authors:

• Margaret D. Roblyer (University of Tennessee – Chattanooga)
• Marclyn Porter (University of Tennessee – Chattanooga)

Abstract:
Despite the rapid acceptance of virtual schooling in our K-12 education system, virtual courses reflect higher failure/dropout rates than traditional ones. Results of quantitative studies have yielded student and environmental characteristics that contribute to student success and can be used to help identify and assist virtual school students who are less likely to be successful. The current study offered the opportunity for new insights on factors driving online student success. Researchers interviewed 61 virtual school teachers with two large virtual schools. Data were collected and content analysis was done using a modified constant comparative procedure to establish patterns in interview data. Analysis of results revealed several common themes with implications for confirming, adding to and using information from previous studies.

Variability in U.S. Virtual School Policies Affecting Course Completion Rates

Schedule Information:
Scheduled Time: Wed, Apr 15 – 2:15pm – 3:45pm Building/Room: Manchester Grand Hyatt / Madeleine Room D
In Session: Exploring Technology in Schools and Classrooms

Authors:

• Abigail Hawkins Gonzales (Northface University)
• Michael Kristopher Barbour (Wayne State University)

Abstract:
This study examined variations in virtual school course enrollment trial periods and course completion policies—two policies that impact the comparability of school attrition statistics. Researchers contacted 169 U.S. virtual schools. Over 80% of respondents had trial periods. Trial period lengths and course completion definitions varied significantly and are discussed. Policy differences by geographical region and school type were not statistically significant. Researchers recommend adopting multiple measures for calculating student attrition to enable meaningful comparisons among virtual and brick and mortar schools.

Beyond Volunteerism and Good Will: Examining the Commitment of School-Based Teachers to Distance Education

Schedule Information:
Scheduled Time: Thu, Apr 16 – 12:25pm – 1:55pm Building/Room: San Diego Marriott Hotel & Marina / Newport Beach
In Session: Distance Education in Rural Contexts

Authors:

• Dennis M. Mulcahy (Memorial University – Newfoundland)
• Michael Kristopher Barbour (Wayne State University)

Abstract:
Two decades ago Newfoundland and Labrador introduced distance education in the K-12 environment. The program focused upon providing advanced-level courses to rural school students, and worked largely due to the widely known, but rarely documented significant amounts of content-based assistance from school based personnel. In the past seven years the province has moved to a virtual school model of distance education and more rural schools find that they must rely upon this virtual school to offer academic-level courses to students with a wide range of abilities. This has created many new responsibilities for teachers that have also gone undocumented. This study will begin to document the duties and time required to provide support for this new models of distance education.

Barriers to Distance Education in Rural Schools

Schedule Information:
Scheduled Time: Thu, Apr 16 – 12:25pm – 1:55pm Building/Room: San Diego Marriott Hotel & Marina / Newport Beach
In Session: Distance Education in Rural Contexts

Authors:

• Matthew J. Irvin (University of North Carolina – Chapel Hill)
• Wallace Hannum (University of North Carolina)
• Claire de la Varre (University of North Carolina – Chapel Hill)

Abstract:
This investigation examined barriers to distance education (DE) as perceived by rural school administrators in 417 districts randomly selected from the 2004-2005 Rural Education Achievement Program (REAP). This study is the first to examine rural schools’ barriers to DE and related factors (district characteristics, course subjects, delivery format, student preparation, course completion, and satisfaction with DE). Results indicate that barriers are most consistently related to district characteristics, course subjects, delivery format, student preparation, and satisfaction with DE. Results suggest that rural schools with district and personnel barriers need to address other related issues to ensure successful DE efforts. Additional implications and suggestions for dealing with these barriers and issues will be discussed.

Again, if I have missed any that you know of, please let us know in the comments below.