On Saturday afternoon, as I was patiently waiting for the NHL season to begin (cause a winter without hockey for us Canadians is like a winter without snow – we lose all sense of identity)… Anyway, I received the following e-mail:
Subject: 2012 JDE Editors’ Award Submission Form / 2012 Formulaire de proposition pour le Prix du rédacteur de la RÉD
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2012 JDE Editors’ Award Submission Form / 2012 Formulaire de proposition pour le Prix du rédacteur de la RÉDThe award for the best JDE article is meant to recognize excellence in research and scholarship in the field of Distance Education. Please review the research articles (in the “Research Articles” section of the Journal) for issues 26.1, and 26.2 and choose up to three articles that you think are worthy of consideration for this award. Le prix pour le meilleur article de la RÉD se veut une reconnaissance de l’excellence dans la recherche et de l’érudition dans le domaine de l’éducation à distance. Veuillez consulter les articles de recherche (dans la section “Research Articles” du Journal) pour les numéros 26.1 et 26.2 et choisir jusqu’à trois articles que vous jugez dignes de considération pour ce prixYour name /Votre nom * First name, Last name / Prénom, Nom de famille
Your Selections (maximum three) /Votre selections (maximum trois) * Please select a maximum of THREE articles that you think should be considered for the 2011 JDE Editors’ Award / Veuillez sélectionner un maximum de TROIS articles que vous pensez dignes de considération pour le Prix du rédacteur de la RÉD, édition 2011. Do not select more than three articles / Ne sélectionnez pas plus de trois articles
- Socialization in Online Doctorates: Academic Socialization in An Online Residency Program (Rourke & Kanuka, 26.1)
- Quels outils de communication pour améliorer les formations en ligne? Le cas d’une formation à la maîtrise d’enseignants et de directions d’école (Duplàa et IsaBelle, 26.1)
- One Laptop per College Student? Exploring the Links between Access to IT Hardware and Academic Performance in Higher Education e-Learning Programs ( Romero, 26.1)
- The Impact of Socio-Cultural Issues for African Students in the South African Distance Education Context (Lephalala & Makoe, 26.1)
- We are not Numbers: The use of Identification Codes in Online Learning (Francis-Poscente & Moisey, 26.2)
- Inquiry-Based Learning With or Without Facilitator Interactions (Weerasinghe, Ramberg & Hewagamage, 26.2)
- A Meta-analytic and Qualitative Review of Online versus Face-to-face Problem-based Learning (Jurewitsch, 26.2)
- Social Media and Health Education: What the Early Literature Says (Gorham, Carter, Nowrouzi, McLean & Guimond, 26.2)
- A Critique of the Community of Inquiry Framework (Xin, 26.1)
- La présence en e-learning : modèle théorique et perspectives pour la recherche (Jézégou, 26.1)Comments/ Commentaires Add any comments you would like to support your selections
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This was a message sent to all reviewers of the Journal of Distance Education, which is one of two main publications for the Canadian Network for Innovation in Education (CNIE) (the other being the Canadian Journal of Learning and Technology). While many of these articles are quite good, and I suspect I will nominate one or more when I have a few minutes to reflect, what struck me the most was that of the 11 articles that were published none of them – or at least none of the nine English language ones – were focused on the K-12 environment.
This is not an uncommon thing that is specific to Journal of Distance Education, for example CNIE’s other journal – Canadian Journal of Learning and Technology – only had four of their 21 articles focused on the K-12 environment (and only one of which was relevant for us in K-12 online and blended learning, that being Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms / Utilisation de la ressource en ligne espagnole AVE pour favoriser l’approche de l’enseignement hybride by Martine Pellerin and Carlos Soler Montes). And this isn’t specific to Canadian journals, if you look at the last two years of the following distance education journals, you’ll see:
- American Journal of Distance Education (United States) – 1 of 32
- Distance Education (Australia) – 1 of 40
- European Journal of Open, Distance and E-Learning (Hungary) – 1 of 41
- International Review of Research in Open and Distance Learning (Canada) – 7 of 109
- Journal of Distance Education (Canada) – 4 of 25
- Journal of Open, Flexible and Distance Learning (New Zealand) – 2 of 25
Not good statistics for those of us interested in K-12 online and blended learning. I use the last two years because in an article I published in the journal Education in Rural Australia I wrote:
A quick examination of the last five years of the main distance education journals for Australia, Canada, New Zealand and the United States revealed a total of 24 articles out of a total of 262 related to K-12 distance education (see Table 1).
Analysis of K-12 focused articles in the main distance education journals
American Journal of Distance Education (United States)
Distance Education (Australia)
Journal of Distance Education (Canada)
Journal of Distance Learning (New Zealand)
* One article had a focus on both Canada and the United States
As indicated in Table 1, only 22 articles related to K-12 distance education in Australia, Canada, New Zealand or the United States (the remaining 2 articles focused on K-12 distance education in South Africa). However, 18 of those 22 articles were focused on K-12 distance education in Canada or the United States.
The last five years in this instance represented 2006-2010. Also not a good picture!
I’d be interested in doing some form of meta-synthesis of these limited K-12 focused articles. Maybe examine a 10 year or 20 year period. Ten year periods make sense, but I’d also be curious about since 1991 (i.e., since the first K-12 online programs began). Maybe a project to undertake next year.