Virtual School Meanderings

March 9, 2012

REMINDER: 2011 JDE Editors’ Award – Best Research Article

I spoke about this a few weeks back and listed the three K-12 online learning articles from the past year (see below), but I received this reminder on Wednesday.

Reminder to submit your nominations for best research article of 2011.

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Each year The Canadian Network for Innovation in Education (CNIE) which sponsors the Journal of Distance Education hands out an award for the best research article.

This award is presented to the authors of the most outstanding research article published in the journal during the previous year

The award for the best JDE article is meant to recognize excellence in research and scholarship in the field of Distance Education.

How can you help?  Please take the time time to:

1. REVIEW issues 25.1, 25.2, and 25.3 of JDE which are available online at http://www.jofde.ca

2. SELECT 1 – 3 research articles that you believe are worthy recipient’s of this award by completing the online submission form at:

https://docs.google.com/spreadsheet/viewform?formkey=dGVqalhfRFREcXduU2tJdFRUUi1WaWc6MA

In order to consider your recommendations, I will need to receive feedback from you by March 25, 2012
Mark Bullen, Ph.D.
Editor

The K-12 online learning articles:
Vol 25, No 1 (2011)

What are they doing and how are they doing it? Rural student experiences in virtual schooling HTML ePub
Michael K Barbour, Janette Hill

Vol 25, No 2 (2011)

Strictly business: Teacher perceptions of interaction in virtual schooling HTML ePub
Abigail Hawkins, Michael K. Barbour, Charles R. Graham

Vol 25, No 3 (2011)

Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment HTML ePub
Claire de la Varre, Julie Keane, Matthew J. Irvin

February 22, 2012

2011 JDE Editors’ Award – Best Research Article

Journal of Distance Education last year (see below for full list).  Consider nominating one.

Each year The Canadian Network for Innovation in Education (CNIE) which sponsors the Journal of Distance Education hands out an award for the best research article.

This award is presented to the authors of the most outstanding research article published in the journal during the previous year

The award for the best JDE article is meant to recognize excellence in research and scholarship in the field of Distance Education.

How can you help?  Please take the time time to:

1. REVIEW issues 25.1, 25.2, and 25.3 of JDE which are available online at http://www.jofde.ca

2. SELECT 1 – 3 research articles that you believe are worthy recipient’s of this award by completing the online submission form at: https://docs.google.com/spreadsheet/viewform?formkey=dGVqalhfRFREcXduU2tJdFRUUi1WaWc6MA

In order to consider your recommendations, I will need to receive feedback from you by March 25, 2012.

Thank you for your help.
Mark Bullen, Ph.D.
Editor

Vol 25, No 1 (2011)

What are they doing and how are they doing it? Rural student experiences in virtual schooling HTML ePub
Michael K Barbour, Janette Hill

Vol 25, No 2 (2011)

Strictly business: Teacher perceptions of interaction in virtual schooling HTML ePub
Abigail Hawkins, Michael K. Barbour, Charles R. Graham

Vol 25, No 3 (2011)

Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment HTML ePub
Claire de la Varre, Julie Keane, Matthew J. Irvin

November 10, 2011

[CNIE-L] JDE: New Issue Published | RED: Nouveau Numero

This scrolled through my inbox yesterday.

Dear Members:

The Journal of Distance Education has just published two articles in its latest issue at http://www.jofde.ca/ . We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

Thank you for the continuing interest in our work.

******************************

*********

Chers membres,

La Revue de l’éducation à distance a publié deux articles dans le numéro plus récent au http://www.jofde.ca/.  Vous trouverez ci-dessous la table des matières.  Nous vous invitons à visiter le site Web pour lire les articles et les autres choses.

Nous vous remercions pour votre intérêt à notre revue.

*************************************************

The Journal of Distance Education / Revue de l’éducation à distance
Vol 25, No 3 (2011)
Table of Contents / Table des matières
http://www.jofde.ca/index.php/jde/issue/view/64

Research Articles / Articles scientifique
————————————-

Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment: Online Instructors’ Perspectives
Claire de la Varre, Julie Keane, Matthew J. Irvin

Un campus virtuel au service d’une formation hybride : une approche par la théorie de la sociologie de l’innovation
Jean-Pierre Noblet

– CNIE | RCIÉ www.cnie-rcie.ca

It is important to note that English language publication.

Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment: Online Instructors’ Perspectives

Claire de la Varre, Julie Keane, Matthew J. Irvin

Abstract - This study examines online instructors’ views of on-site facilitators’ practices and activities that help high school students taking online courses. A qualitative analysis of end-of-course interview data with online instructors was undertaken. The resultant codes were mapped onto and used to expand the teaching presence element of the Community of Inquiry framework. While classroom-based facilitation mapped onto all three of the teaching presence components, facilitating discourse was the core activity that most on-site facilitators engaged in and setting the climate for learning was the primary responsibility of the facilitator. Additional findings, implications, limitations, and research directions are discussed.

Résumé - La présente étude se penche sur les pratiques et activités des facilitateurs sur place qui soutiennent les étudiants du niveau secondaire, provenant de milieux ruraux et qui suivent des cours en ligne. Nous comparons les commentaires des enseignants en ligne au sujet des pratiques de facilitateur avec ceux formulés par les facilitateurs au sujet de leurs propres pratiques et activités. Une analyse qualitative des données issues des entrevues de fin de cours menées auprès des enseignants et des facilitateurs a été réalisée. Les codes qui en découlent ont été appliqués à la composante présence enseignante du cadre de référence sur le Community of Inquiry et utilisés pour l’élargir. Les perceptions des formateurs en ligne étaient à l’effet que l’activité centrale réalisée par la plupart des facilitateurs était le dialogue facilitant, alors que leur responsabilité première est de créer un climat propice à l’apprentissage. Toutefois, les facilitateurs ont indiqué qu’ils réalisaient des activités de formation directe et de conception pédagogique, en plus de celles liées au dialogue facilitant. L’article discute également des autres résultats, implications, limitations et avenues de recherche.

Full Text: HTML ePub

July 12, 2011

Article Notice: What Are They Doing And How Are They Doing It? Rural Student Experiences In Virtual Schooling

A colleague of mine, back on Saturday, alerted me to the fact that this article had finally been published on Twitter.

What are They Doing and How are They Doing It? Rural Student Experiences in Virtual Schooling

Michael K. Barbour and Janette Hill

The Journal of Distance Education / Revue de l’Éducation à Distance, Vol 25, No 1 (2011)

Abstract This qualitative study examined a Canadian virtual school learning experience for students and the kinds of support and assistance most frequently used and valued by students learning in a virtual environment. Students were interviewed and observed during their virtual school classes. In-school teachers were also interviewed and online teachers were also observed. Data were analyzed using the constant comparative method. Findings indicated that during their scheduled asynchronous class time students were often assigned seatwork or provided time to work on assignments, however, students rarely used this time to complete virtual schoolwork. It was during their synchronous class time that both the students and the online teachers were most productive. Students sought assistance from local classmates before turning to their online teacher or in-school teachers, and did not use the other support systems provided by the virtual school.

Résumé Cette étude qualitative a porté sur une expérience canadienne d’apprentissage pour les élèves en école virtuelle ainsi que les types de soutien et d’aide les plus couramment utilisés et prisés par les étudiants qui font des apprentissages dans un environnement virtuel. Les étudiants ont été interviewés et observés pendant leur cours virtuels. Des enseignants travaillant à l’école ont également été interviewés et des enseignants travaillant en ligne ont aussi été observés. Les données recueillies ont été analysées à l’aide de la méthode comparative constante. Les résultats démontrent que pendant leur temps de class asynchrone déterminé, les étudiants se faisaient souvent donner du travail individuel ou donner du temps pour travailler à leurs devoirs. Toutefois, les étudiants utilisaient rarement ce temps pour effectuer des travaux scolaires virtuels. C’était durant leur temps de classe synchrone qu’à la fois les étudiants et les enseignants en ligne étaient les plus productifs. Les étudiants faisaient appel à l’aide de leurs pairs locaux avant de recourir à leur enseignant en ligne ou aux enseignants travaillant à l’école et ils n’utilisaient pas les autres systèmes de soutien fournis par l’école virtuelle.

Available online at: http://www.jofde.ca/index.php/jde/article/view/725/1248

This is the long awaited overview article from my dissertation.  This is actually the second article from my dissertation, as I added a context chapter that was published prior to the submission of my dissertation.  In addition, I hope to craft a specific manuscript from each of the three research questions over the next few months.  I also have one article in press, one manuscript under review, and one manuscript under revising from data taken from the four participants that I had to exclude from my dissertation study due to incomplete data sets.  So I am hoping that in the end my dissertation will result in eight different articles.

It has actually been a good thirty days for me, as since 11 June – including this article – I have had four that have made it into print:

Thanks to my co-authors on this one and the first two on that list.

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