Article Notice – A Case Study Of Blended Teaching And Learning In A New Zealand Secondary School, Using An Ecological Framework

As I mentioned on Monday, when I announced the Journal of Open, Flexible and Distance Learning – Special Issue: Primary And Secondary Distance Education : Expanding The Knowledge Base In The Schools Sector, I indicated that I would be posting an entry for each of the articles in that special issue. The fourth of these articles is “A Case Study Of Blended Teaching And Learning In A New Zealand Secondary School, Using An Ecological Framework.”

A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework

Pinelopi Zaka

Abstract

This paper reports on the findings of a case study that investigated how blended teaching and learning was implemented in a New Zealand secondary school. An ecological perspective was taken, in an attempt to clarify the complexity of blended teaching and learning implementation, by researching the roles of students, teachers, school leaders and other educational stakeholders, within and beyond the school itself. An ecological framework was developed that gives rise to several recommendations for individuals and groups within the three levels of the school’s multi-level ecology; the classroom, the school and the wider ecosystem in which the school is embedded.

Full Text: PDF

Article Notice – The FarNet Journey: Effective Teaching Strategies For Engaging Māori Students On The Virtual Learning Network

As I mentioned on Monday, when I announced the Journal of Open, Flexible and Distance Learning – Special Issue: Primary And Secondary Distance Education : Expanding The Knowledge Base In The Schools Sector, I indicated that I would be posting an entry for each of the articles in that special issue. The third of these articles is “The FarNet journey: Effective teaching strategies for engaging Māori students on the Virtual Learning Network.”

The FarNet journey: Effective teaching strategies for engaging Māori students on the Virtual Learning Network

Michael K Barbour, Carolyn Bennett

Abstract

The Virtual Learning Network (VLN) provides schools, particularly those in rural and remote areas, with the opportunity to cooperate to expand curricular offerings for their students. Each school that participates in a VLN cluster contributes at least one course delivered by an e-teacher, allowing member schools access to any course offered through the VLN that they cannot offer locally. At present, there is no formal national training for the e-teachers, although individual clusters offer a range of training opportunities. This case study focused on the e-teachers’ perceptions of the learning curve required for them to be adequately and effectively prepared to teach in the virtual environment. Results indicated that the experiences of e-teachers in this new learning environment were positive, but still embedded in the norm of a school. Further, e-teachers desired professional development beyond learning how to use the technology, but wanted more assistance in developing their pedagogy to work in the online environment. It is recommended that VLN cluster administration, and the Ministry of Education, provide a range of professional development opportunities in a variety of formats. The focus of this professional development should move beyond the technological tools and focus on how to use those tools in a virtual learning environment.

Full Text: PDF

Article Notice – OtagoNet: One Region’s Model For Virtual Schooling

As I mentioned yesterday, when I announced the Journal of Open, Flexible and Distance Learning – Special Issue: Primary And Secondary Distance Education : Expanding The Knowledge Base In The Schools Sector, I indicated that I would be posting an entry for each of the articles in that special issue. The second of these articles is “OtagoNet: One Region’s Model For Virtual Schooling.”

OtagoNet: One region’s model for virtual schooling

Keryn Pratt, Ken Pullar

Abstract

Virtual schools are increasingly common in New Zealand and internationally as schools are challenged to meet the needs of their students. This case study presents an overview of a model used by a group of schools in rural Otago, New Zealand known as OtagoNet and the research conducted to evaluate this model. This OtagoNet group of schools have been using videoconference to deliver classes to each other’s students since 2002. The leadership team and roles are described, and the funding model, which is based on reciprocity, is outlined. The most common teaching and learning practices are described, and support mechanisms identified. Finally, a summary of the research conducted since OtagoNet’s inception is presented. This research shows that this model is generally effective for teachers and learners, although a number of factors impact on this.

Full Text: PDF

Article Notice – Editorial – Primary And Secondary Distance Education: Expanding The Knowledge Base In The Schools Sector

As I mentioned yesterday, when I announced the Journal of Open, Flexible and Distance Learning – Special Issue: Primary And Secondary Distance Education : Expanding The Knowledge Base In The Schools Sector, I indicated that I would be posting an entry for each of the articles in that special issue.  The first of these articles is “Editorial – Primary And Secondary Distance Education: Expanding The Knowledge Base In The Schools Sector.”

Editorial Introduction

Michael K Barbour, Keryn Pratt

Abstract

Primary and secondary distance education: Expanding the knowledge base in the schools sector

Full Text: PDF

Journal of Open, Flexible and Distance Learning – Special Issue: Primary And Secondary Distance Education : Expanding The Knowledge Base In The Schools Sector

Just wanted to announce the publication of this special issue focused on K-12 online learning in New Zealand.  Over the course of the week, I will post an individual entry about each of these articles.

Journal of Open, Flexible and Distance Learning

The Journal of Open, Flexible and Distance Learning is a refereed journal published annually by the New Zealand Association for Open, Flexible and Distance Learning (DEANZ). It publishes articles from around the world relating to primary research investigations, literature reviews, the application of distance education innovations, and the experiences of teaching at a distance. Theoretical and empirically based research articles, research notes, reports and case studies of practice, and reviews by or of interest to those involved in distance education and open learning are invited for submission.

The Journal of Flexible, Open and Distance Learning is the journal of the New Zealand Association for Open, Flexible and Distance Learning (DEANZ, www.deanz.org.nz).
ISSN: Print 1179-7665; Online 1179-7673.

Vol 17, No 1 (2013): JOFDL Special Issue – Primary and Secondary Distance Education: Expanding the knowledge base in the schools sector

This issue of JOFDL seeks to advance understanding of distance education in the schools sector in New Zealand, Australia and other Pacifica countries. Contributors focus on some aspect of distance education in the schools sector.

Table of Contents

Special issue – Primary and Secondary Education

Editorial Introduction	PDF
Michael K Barbour, Keryn Pratt	i-ii

OtagoNet: One region’s model for virtual schooling	PDF
Keryn Pratt, Ken Pullar	1-11

The FarNet journey: Effective teaching strategies for engaging Māori students on the Virtual Learning Network	PDF
Michael K Barbour	12-23

A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework	PDF
Pinelopi Zaka	24-40

Book Review – eLearnings: Implementing a national strategy for ICT in education, 1998-2010	PDF
Darren Sudlow	41-43

Book Review – Making the move to K–12 online teaching: Research-based strategies and practices	PDF
David Adelstein	44-45

Interview with Eddie Reisch	PDF
Hazel Owen	46-55