Virtual School Meanderings

October 17, 2016

AECT 2016 and K-12 Online Learning

As you probably have noticed, the annual convention for the Association for Educational Communications and Technology begins in earnest tomorrow (pre-conference workshops and stuff going on today).  As usual, I have outlined all of the sessions related to K-12 distance, online and blended learning that I was able to find.

I’ll do my best to blog as many of these session as I can, but as you’ll note many of them are overlapping (and if I can find/recruit guest bloggers I’ll post their notes too).

Tuesday, October 18, 2016

1:00 to 2:00pm

Conf Ctr, Conference Rm 11
TED – Teacher Professional Development: Materials and Strategies
Sub Unit: Teacher Education
Full Session: Concurrent Session

What Teachers’ Say Works and What They Learned from Participating in a Professional Learning MOOC
Short Description – This session presents an overview of the K12 Blended and Online Environment MOOC (pseudonym) designed to provide professional development opportunities to teachers in the state of Georgia. Results from an evaluation conducted on the MOOC and a discussion of the findings will also be presented. This session will benefit those interested in designing and evaluating MOOCs for K-12 teachers.
Authors: Laurie Brantley-Dias, Kennesaw State University, Anissa Lokey-Vega, Kennesaw State University, Lee Langub, Kennesaw State University & Julia S Fuller, Kennesaw State University

2:15 to 3:15pm

Conf Ctr, Pavilion 9
DDL – Preparing K12 Teachers for Online Instruction
Sub Unit: Distance Learning
Full Session: Panel Discussion

Preparing Successful K-12 Online Teachers
Short Description – In this panel discussion, discussants will share their perspectives on the topics of: (1) current trends in K-12 online and blended learning, (2) improving success and performance of K-12 students and preservice/inservice teachers, and (3) creating leaders in K-12 online learning and teaching. Diverging and converging perspectives will be explored, including foci on state and national issues and cyber charter schools. Audience participation will be encouraged throughout.
Authors: Matthew Schmidt, University of Cincinnati, Jered Borup, Michelle Moore, University of North Texas & Kim C. Huett, University of West Georgia

Wednesday, October 19, 2016

9:15 to 10:15am

Conf Ctr, Pavilion 10
DDL – Data Mining & Program Evaluation
Sub Unit: Distance Learning
Full Session: Concurrent Session

Educational Data Mining in Program Evaluation: Lessons Learned
Short Description – Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
Authors: Kerry Rice, Boise State University, JUI-LONG HUNG, Boise State University, Yu-Chang Hsu, Boise State University & Brett Shelton, Boise State University

10:30 to 11:30am

Conf Ctr, Pavilion 10
DDL – Social Management & Engagement
Sub Unit: Distance Learning
Full Session: Concurrent Session

Exploring Ways Online Teachers Teach Self-Regulated Learning Skills to Students in U.S. Online K-12 Schools
Short Description – Self-regulated learning (SRL) is one of the core characteristics of online students for successful learning experience. Given that SRL is teachable skill, little research has been conducted on how teachers teach SRL to their students in online K-12 schools. Teachers’ practices of developing their students’ self-regulated learning in U.S. online K-12 schools were examined through an online survey, one on one virtual interviews, and content analysis on their virtual classrooms.
Authors: Yeol Huh, Emporia State University & Dabae Lee, Sam Houston State University

1:00 to 2:00pm

Conf Ctr, Conference Rm 8
ST&C – Butterfly Wings Flapping: International Researchers Aiming at Change
Sub Unit: Systems Thinking & Change
Full Session: Panel Discussion

Short Description – These researchers will explore the change they hope to affect by their research. Along with a systems thinking and change researcher, they’ll explore what, how and why their connections, contexts and institutions might change with the aims of their research. Is your research having high impact? Join us to explore why…
Chair: Eugene Kowch, University of Calgary – Faculty of Ed
Submissions: Research to Change K-12 Learning: International Researcher Perspectives on Implementing Global Education, Culturally Sensitive Science and Motivational Math Gaming. – Eugene Kowch, University of Calgary – Faculty of Ed; Chun-Min (Arthur) Wang, National Hsinchu U. of Ed.; Yu-Chang Hsu, Boise State University; & Michael K. Barbour, Touro University, California

1:00 to 2:00pm

Conf Ctr, Pavilion 11
DDL – Learner Behavior
Sub Unit: Distance Learning
Full Session: Concurrent Session

Online Course on Online Instruction and Virtual Field Experiences on Students’ Self-Efficacy
Short Description – 15 Graduate students participated in an online course on K-12 online instruction where a virtual field experience was a required part of the course. Students answered a survey before the class on confidence and attitudes towards online instruction. 2 Lesson plans were completed by the students throughout the semester during practicum and analyzed to observe possible changes in students’ self-efficacy on their ability to do online instruction.
Authors: James Hong, University of Virginia & Stephanie L. Moore, University of Virginia

2:15 to 3:15pm

Conf Ctr, Ballroom C
CLT – Roundtables Wed2
In Event: Roundtables Wed2
Sub Unit: Culture, Learning and Technology
Full Session: Roundtable Session

CLT: Blended Learning in the Secondary Classroom
Short Description – Blended Learning is a staple in the college environment. Students work at their own time and pace in a digital environment which leads to more time for discussion and explanation when students meet the instructor face to face. The question is would blended learning work in a secondary setting and what would the students benefit from a hybrid model of instruction? Which leads into the tangent discussion, how to prepare teachers and students to function in this type of learning environment
Author: Brouke Reynolds, North Little Rock School District

Thursday, October 20, 2016

1:00 to 2:00pm

Conf Ctr, Ballroom F
RTD – Technology-Rich Learning
Sub Unit: Research & Theory
Full Session: Concurrent Session

K-12 Teacher Perceptions and Technology Pedagogical Knowledge (TPK) in a Blended Learning Environment
Short Description – This quantitative study investigated K-12 teacher perceptions and technological pedagogical knowledge (TPK) in a blended learning environment implementing a station-rotation model of blended learning. Results indicated an increase in teachers’ perceptions of student-centered learning and a strong positive relationship exists between teachers’ perceptions of student-centered learning and teachers’ technological pedagogical knowledge (TPK). Presenters will discuss the research findings regarding teachers’ perceptions and TPK as well as the implementation of blended learning in K-12 environments.
Authors: Deana Kathryn Patson, K-12 Educator & Jin Mao, Wilkes University

The effectiveness of the flipped classroom: A meta-analysis of the empirical literature
Short Description – The notion of the flipped classroom has gained momentum in both K-12 and higher education. Several empirical studies have been executed to examine the efficacy of this instructional approach. However, to date, none have attempted a meta-analysis on this literature base. The literature on the flipped classroom spans virtually every content area and school level. This study seeks to examine the overall effect size of the flipped classroom in relation to several moderating variables.
Authors: Li Cheng, University of Florida, Albert Dieter Ritzhaupt, University of Florida & Pavlo Antonenko, University of Florida

1:00 to 2:00pm

Conf Ctr, Conference Rm 10
SICET – Technology in K-12 Education
Sub Unit: SICET (Society of International Chinese in Educational Technology)
Full Session: Concurrent Session

Propose a Cloud-Based Framework of Learning Analytics for K-12 MOOCs in China
Short Description – MOOCs in higher Ed and continuing education are applied globally. Lots of research and positive empirical conclusions were founded for acquiring learning outcomes. However, in K-12 context, MOOCs effects are still unclear. This study proposed a cloud-based framework of learning analytics, in order to understand how teenagers learn in MOOCs? What behavior are effective when learning online? What are the relationships among their cognition, online behavior, and achievement in MOOCs?
Authors: Wei Wang, Shenyang Normal University, China & Yushun Li, Beijing Normal University

1:00 to 2:00pm

Conf Ctr, Conference Rm 13
TED – Exploring the Needs and Behaviors of Secondary Science Teachers
Sub Unit: Teacher Education
Full Session: Concurrent Session

Teacher behavior and perceived care: Influences on student outcomes in secondary school online courses
Short Description – This presentation will review the results from a study looking at teacher behaviors in K-12 online classes and how those behaviors are related to students’ perceptions of being cared for and ultimately the connection to student outcomes in the cognitive, conative and affective dimensions. Respondents were 110 secondary students (grades 9-12) enrolled in online courses in Spring/Summer 2015 through the Global Online Academy, a worldwide not-for-profit consortium of schools. Path analysis yielded significant results suggesting that social presence is highly correlated with care, and care is moderately to highly related to the variables which approximate the three dimensions of learning: affective (satisfaction), conative (motivation), and cognitive (reported learning). Implications of these findings for preparing K-12 teachers for online environments will be discussed and audience participants will be asked to share their reactions to the research.
Authors: Emily McCarren & Christine K. Sorensen Irvine, University of Hawaii at Manoa

2:15 to 3:15pm

Conf Ctr, Conference Rm 7
SMT – Perspectives on K-12 Online and Blended Courses and Providers
Sub Unit: School Media & Technology
Full Session: Concurrent Session

Evaluation and Approval Constructs For K-12 Online and Blended Courses and Providers
Short Description – This study provides an overview of existing models of cyber and online evaluation, both of which serve to inform the forthcoming recommendations. In this study, the authors review existing literature related to the evaluation of cyber schools, online, and blended providers, and identified constructs for course and provider evaluation and approval.
Authors: Michael Barbour, Touro University, California & Tom Clark, Clark Consulting

Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers
Short Description – This study provides an overview of existing models of cyber and online evaluation, which serve to inform the forthcoming recommendations. In this study, the authors identify constructs for course and provider evaluation and approval using examples from Georgia, Maryland, California, Washington, Minnesota, and Colorado. The report concludes with potential models and key guidelines states might consider in order to ensure a quality online education is available for all of their pupils.
Authors: Michael Barbour, Touro University, California & Tom Clark, Clark Consulting

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