Virtual School Meanderings

May 4, 2021

LearnTechLib Search Alert: New papers added (K-12 online learning) – Apr 30, 2021

The second of two items from yet another one of my open scholarship networks.

Search Alert for “K-12 online learning”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “K-12 online learning”

A total of 3 papers have been added:

Jackson, B., Jones, W.M., Schad, M. & Strand, D. (2021). Assessing K-12 Online Teachers’ Knowledge of Online Student Identities. Journal of Online Learning Research, 7(1) 35-56.

Brianne Jackson; W. Monty Jones; Michael Schad; Deverick Strand

As the population of K-12 online learners becomes increasingly diverse, research must be undertaken to assess the level of knowledge K-12 online teachers have in terms of meeting this population’s needs. This study explores K-12 online teachers’ perceived knowledge of the identities that may be present in their students and their perceived ability to meet the needs of these students. Using the MAKSS-T instrument, this study finds while K-12 online teachers feel they have a “good” understanding of the possible identities of their students and addressing their needs, they are not confident in their understanding of gender and sexual orientation identities…

Short, C.R., Graham, C.R. & Sabey, E. (2021). K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts. Journal of Online Learning Research, 7(1) 5-33.

Cecil R. Short; Charles R. Graham; Emily Sabey

Several professional organizations, non-profit groups, and researchers have provided K-12 blended teaching competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based blended teaching competencies to analyze a representative sample of 959 artifacts focused on blended teaching practices to uncover the dispositions, technology skills, and competencies that are important to K-12 blended teaching. The analysis uncovered that all dispositions used for coding were important, some technology skills seemed to be more important than others, and some competency areas seemed to be more important than others…

Cunningham, D. (2021). A Case Study of Teachers’ Experiences of Blended Teaching and Learning. Journal of Online Learning Research, 7(1) 57-83.

Diane Cunningham

The purpose of this study was to explore the question, How do teachers experience blended teaching and learning? This article describes the interplay of beliefs and practices of four high school teachers, based on interview data, observation data, and artifact analysis. Results show that the four teachers in the study are enacting their beliefs in the blended context and that their beliefs are consistent across blended and face-to-face domains. Teachers’ views of teaching and learning center on facilitation of active and authentic learning for students and are aligned to school vision. Strategies to remain student-centered vary from teacher to teacher, but an emphasis on formative assessment and feedback is evidenced in the practice of all teachers…

Please visit for all papers matching the search “K-12 online learning”

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