AJDE Issues and Frameworks for K–12 Online Distance Education – The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall

As I mentioned earlier this week, the American Journal of Distance Education – Special Issue: Issues and Frameworks for K–12 Online Distance Education has been published. Today I want to post some notes from the seventh and final of the articles from this special issue – a book review.

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Adelstein, D. (2013). The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall. American Journal of Distance Education, 27(1), 73-74.

The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall

The Connected Educator: Learning and Leading in a Digital Age is designed to help educators create contemporary twenty-first-century classrooms by transforming how they learn through a variety of connected communities. The authors, Sheryl Nussbaum-Beach and Lani Ritter Hall, come with experience in classroom and currently consult and present on various educational technology topics. The audience for this book is foremost educators interested in changing learning paradigms for themselves and, in turn, their students. It is also designed to provide helpful links, ideas, and tips for the experienced educator.

Each of the nine chapters in the book is broken up into three distinct areas. The chapters star…

AJDE Issues and Frameworks for K–12 Online Distance Education – Speaking Personally—With Joe Freidhoff

As I mentioned earlier this week, the American Journal of Distance Education – Special Issue: Issues and Frameworks for K–12 Online Distance Education has been published. Today I want to post some notes from the sixth of the articles from this special issue – an interview.

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Clark, T. (2013). Speaking personally — With Joe Freidhoff. American Journal of Distance Education, 27(1), 68-72.

Speaking Personally—With Joe Freidhoff

Joe Freidhoff is the director of online learning research and innovation at the Michigan Virtual University® (MVU®), a nonprofit corporation in Michigan. He publishes and presents frequently in the area of K–12 online and blended learning research. Dr. Freidhoff completed his doctorate in educational psychology and educational technology at Michigan State University in 2009. He has taught both online and face-to-face at both the undergraduate and graduate levels. Prior to attending graduate school, he taught high school English.

Tom Clark is president and founder of TA Consulting, an educational research and evaluation firm. A consultant to education, government, and business for over eighteen years, he has led many program evaluations, including evaluations of four state virtual schools. Dr. Clark has authored or co-authored numerous works in the field.

AJDE Issues and Frameworks for K–12 Online Distance Education – Preservice Teachers’ Experience in a Virtual School

As I mentioned earlier this week, the American Journal of Distance Education – Special Issue: Issues and Frameworks for K–12 Online Distance Education has been published. Today I want to post the abstract from the fifth of the articles from this special issue.

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Kennedy, K., Cavanaugh, C., & Dawson, K. (2013). Preservice teachers’ experience in a virtual school. American Journal of Distance Education, 27(1), 56-67.

Preservice Teachers’ Experience in a Virtual School

Abstract: Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided.

AJDE Issues and Frameworks for K–12 Online Distance Education – The Nature of Parental Interactions in an Online Charter School

As I mentioned earlier this week, the American Journal of Distance Education – Special Issue: Issues and Frameworks for K–12 Online Distance Education has been published. Today I want to post the abstract from the fourth of the articles from this special issue.

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Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of parental interactions in an online charter school. American Journal of Distance Education, 27(1), 40-55.

The Nature of Parental Interactions in an Online Charter School

Abstract: A belief commonly held in the K–12 education community is that parents can have a positive impact on their child’s learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers using survey data found that generally students and parents viewed parent–instructor and learner–parent interactions as motivational. Students viewed learner–parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions was generally negatively correlated with course outcomes. These negative correlations may be the result of parents’ tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning.

AJDE Issues and Frameworks for K–12 Online Distance Education – Identifying the Priorities and Practices of Virtual School Educators Using Action Research

As I mentioned earlier this week, the American Journal of Distance Education – Special Issue: Issues and Frameworks for K–12 Online Distance Education has been published. Today I want to post the abstract from the third of the articles from this special issue.

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Dawson, K., Fichtman Dana, N., Wolkenhauer, R., & Krell, D. (2013). Identifying the priorities and practices of virtual school educators using action research. American Journal of Distance Education, 27(1), 29-39.

Identifying the Priorities and Practices of Virtual School Educators Using Action Research

Abstract: This study examined the nature of thirty virtual educators’ action research questions during a yearlong action research professional development experience within a large, state-funded virtual school. Virtual educators included instructional personnel (i.e., individuals responsible for teaching virtual courses) and noninstructional personnel (i.e., individuals responsible for other roles in the virtual school such as administration or course design.) Action research questions emerge from the intersection of educators’ professional contexts and their real-world challenges or passions and analyzing the nature of these questions provided a glimpse into the priorities and practices of the participating instructional and noninstructional virtual educators. Studying completion rates and personalizing the curriculum were trends within questions posed by instructional personnel whereas noninstructional personnel primarily focused on macrolevel issues within the virtual schools, such as communication. Future research directions and implications for action research professional development within virtual schools are discussed.