Virtual School Meanderings

May 3, 2017

You Just Got 15 Views On “Barbour, M. K., & LaBonte, R. (2017, April). State Of The Nation: K–12…”

A notice from one of my open scholarship networks.

Hi Michael,

Congratulations! You uploaded your paper 2 days ago and it is already gaining traction.

Total views since upload:

You got 15 views from the United States, Australia, and Canada on “Barbour, M. K., & LaBonte, R. (2017, April). State of the nation: K–12 e-learning in Canada. A roundtable presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.”.

Thanks,
The Academia.edu Team

Academia.edu, 251 Kearny St., Suite 520, San Francisco, CA, 94108

May 1, 2017

AERA 2017 – Examining the International Association for K–12 Online Learning (iNACOL) Standards for K–12 Online Course Design

The final session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Examining the International Association for K–12 Online Learning (iNACOL) Standards for K–12 Online Course Design

  • In Event: Poster Session 17
    In Poster Session: 72.050-3 – Online Professional Development, Course Design, and Student Orientation

Mon, May 1, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 2

Abstract

Examining the iNACOL Standards for K-12 Online Course Design

Authors

  • David Adelstein, Wayne State University
  • Michael Kristopher Barbour, Touro University – California

You can review our poster at:

https://www.slideshare.net/mkb/aera-2017-examining-the-international-association-for-k12-online-learning-inacol-standards-for-k12-online-course-design

AERA 2017 – State of the Nation: K–12 e-Learning in Canada

The eleventh session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

State of the Nation: K–12 e-Learning in Canada

  • In Event: Roundtable Session 31
    In Roundtable Session: 69.056-17 – International Studies

Mon, May 1, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1

Abstract

Current research in K-12 online learning in Canada has focused on defining distance learning and its current strengths and weaknesses. Yet, the proliferation of e-learning has led to the emergence of new instructional strategies and practices for teachers in online and onsite classrooms. For these emerging practices little is known empirically, only anecdotally, as research into these practices has been limited or nonexistent, particularly in Canada. In this session, you will discover that all provinces and territories in Canada have some level of K-12 online learning, while many have some form of regulation related to K-12 online learning. However, few provinces and territories have any regulations related to blended learning; and the level of blended learning activity varies between jurisdictions.

Authors

  • Michael Kristopher Barbour, Touro University – California
  • Randy LaBonte, Canadian E-Learning Network

As I was a part of this session, I didn’t take notes to be engaged in the participatory nature of the roundtable.  I do have the hand-out that I used for the session at:

https://www.academia.edu/32730285/Barbour_M._K._and_LaBonte_R._2017_April_._State_of_the_nation_K_12_e-learning_in_Canada._A_roundtable_presentation_at_the_annual_meeting_of_the_American_Educational_Research_Association_San_Antonio_TX

AERA 2017 – Virtual Schooling, Instructors’ Practices and Perceptions

The tenth session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Virtual Schooling, Instructors’ Practices and Perceptions

Mon, May 1, 12:25 to 1:55pm, Grand Hyatt San Antonio, Fourth Floor, Republic B

Session Type: Paper Session

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • Barbara Ellen Rowan, Pearson North America

Papers

Examining Perspectives of Faculty Regarding Online Program Community

Abstract

This study investigated faculty members’ perceptions of program community in online graduate programs. Few researchers have addressed community in online teaching and learning that extends beyond course community. This study used a quantitative survey developed by the presenters to ascertain perceptions among education and engineering faculty members at land-grant, research-extensive universities throughout the United States. This presentation reports the results of that survey and provides suggestions to further support program community in online graduate-level programs.

Authors

  • Doris U. Bolliger, University of Wyoming
  • Craig Erschel Shepherd, University of Wyoming
  • H. Victoria Bryant, University of Wyoming

Motivational Profiles, Learning Satisfaction, and Learning Outcomes for K–12 Virtual School Students

Abstract

Given the increasing popularity of enrollment in K-12 online settings and the critical role of motivation in students’ learning success, it is necessary to students’ motivational profile and its relationship with online learning outcomes. This study aimed to identified motivational profiles of 466 high-school learners taking online language courses in a Midwestern virtual school, and examined the relationship between different profiles and online language learning outcomes. Using cluster analysis, we identified four motivational profiles (i.e., high quantity, good quality, poor quality, and low quantity). Students with more autonomous motivation (i.e., high quantity, good quality) showed positive results than controlled motivation (i.e., poor quality, low quantity).

Authors

  • Yining Zhang, Michigan State University
  • Chin-Hsi Lin, Michigan State University

Elementary Teachers’ Use of the Internet for Literacy Instruction and Professional Learning

Abstract

This paper presents the results of a study that examined Internet use by elementary teachers for their literacy instruction and professional learning. Forty-five elementary teachers from a metropolitan area in Ontario, Canada completed an online survey and participated in a semi-structured interview about their use of the Internet for literacy instruction and professional learning. Survey and interview data were analyzed using descriptive statistics and an inductive approach to analysis. Key findings include the types of online resources used by participants, their motivations for using online resources, and the most beneficial learning technologies for their teaching practice and professional learning. Implications are discussed.

Author

  • Pamela Beach, Queen’s University

Online Teaching and Learning: Instructor Practices That Support the Formation of Virtual Community

Abstract

Instructors play a significant role in helping online students develop a sense of community, but little is known about instructors’ roles in online graduate programs (Bolliger & Halupa, 2012). In this case study, the researcher interviewed 20 first and second-year students and analyzed the recordings and message boards of six online classes. Findings indicate that instructors helped students develop a sense of community by creating a warm and welcoming tone in the classroom, and by using technology in a variety of ways to engage all students and create a personalized learning experience.

Author

  • Sharla Berry, University of Southern California

Virtual Terrains: Learning Mathematics and Physics in the Israeli Virtual High School

Abstract

The exponential growth of virtual schools generates new conditions for teaching and learning. It is thus paramount to better understand these conditions and their impact on students’ experiences and perceptions. This paper explores learners’ experiences of a virtual high school through analyses of qualitative and quantitative data. Data analyses yielded several insights that pertain to pedagogical principles in the context of a virtual high school and that include notions relating to design, delivery, and support mechanisms—to echo Barbour’s three-part framework of online learning. Data have also yielded insights about students’ agency, which we would like to suggest as a fourth dimension in teaching/learning online courses. Implications for establishing potentially better conditions for learning in virtual contexts are discussed.

Authors

  • Osnat Fellus, University of Ottawa
  • Yaniv Biton
  • Dafna Raviv, Center for Educational Technology

Note that three of the five papers in this session are K-12 online learning related.  However, I’m presenting a roundtable session myself in a different room, so if you are in this session could you please post your notes in the comments below.

AERA17 Insider – Monday, May 1, 2017

Today’s AERA conference update…

AERA17 Insider
May 1, 2017

Welcome to the final day of the AERA Annual Meeting. This final AERA17 Insider will provide tips on key sessions and events, as well as other Annual Meeting resources and highlights you won’t want to miss.

Join the conversation: Use the conference hashtag #AERA17, and follow AERA on Twitter at@AERA_EdResearch.

Questions? Contact the AERA Meetings team at annualmtg@aera.net.

In this Issue:

Equal Educational Opportunity, Neighborhoods, and Geospatial Dimensions of Schools and Schooling


Interactions Between National and International Learning Assessments


AERA Open Business Meeting


Back to the Future: Reconsidering Resegregation of American Schools and Educational Opportunity


Democratic Education, Race, and the Classroom: Content and Pedagogy in a Diverse Society


Mexican American Educational Experiences and the Historical Struggle for Equal Educational Opportunity: A Critical Conversation


Today’s Live-Streaming Sessions


DOWNLOAD THE ANNUAL MEETING APP


Resources


2017 Annual Meeting Sponsors

AERA would like to extend a special thank you to our 2017 sponsors:

Platinum Sponsors
– American Institutes for Research
– Routledge

Gold Sponsor
– SAGE Publishing

Bronze Sponsors
– AccessLex
– IDRA
– National Institute of Education, Singapore
– NORC at the University of Chicago

Reception Sponsor
– UTSA




Today’s Highlights

Equal Educational Opportunity, Neighborhoods, and Geospatial Dimensions of Schools and Schooling
10:35 a.m. – 12:05 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level
Room 301 A&B

Link to Session

This session will highlight the shifts in our knowledge of the challenges to equal educational opportunity in light of neighborhood research and examinations of neighborhood effects. It will focus on the uses and barriers to geospatial research in unpacking critical issues related to schools, students, and families. Session participants include Micere Keels (University of Chicago) and Odis Johnson (Washington University in St. Louis).

Interactions Between National and International Learning Assessments
10:35 a.m. – 12:05 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 303 A&B

Link to Session

Some countries in Latin America have their own assessments and also participate in International assessments such as PISA and TERCE from OREALC/UNESCO. It is important to compare these assessments and verify that they are giving essentially equivalent information. The session also aims to show the importance of these assessments and their relation to the quality of education. Their existence is crucial for the development of educational goals. The session will consist of presentations by four panelists focusing on different countries in Latin America (Brazil, Chile and Peru) and providing an international comparative perspective as well as national reflections. The focus of the symposium will be on the interaction between cross country analysis and national studies. Panel members will discuss the implications of international assessments of student learning for national policy and assessments. Session participants include Claudia Victoria Matus (Agencia de Calidad de la Educacion), Ruben Klein (Fundação Cesgranrio), and Pablo Zoido (Organisation for Economic Co-operation and Development).

AERA Open Business Meeting
9:00 a.m. – 10:15 a.m.
Grand Hyatt San Antonio
Fourth Floor
Texas Ballroom Salon A

Link to Session

The AERA Open Business Meeting provides a time for AERA members to discuss important issues regarding education research and the work of AERA. Members are encouraged to attend this meeting convened by AERA President Vivian L. Gadsden.

Back to the Future: Reconsidering Resegregation of American Schools and Educational Opportunity
12:25 p.m. – 1:55 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, 303 A&B

Link to Session

In this session, education scholars discuss their research on school racial composition and share their unique perspectives on exploring the challenges of providing educational opportunities to all students. Panelists will consider the costs and benefits of segregated and desegregated schooling and discuss new directions for education research and policy in this area. Session participants include Tabbye Maria Chavous (University of Michigan), Jeanne M. Powers (Arizona State University), Roslyn Arlin Mickelson (University of North Carolina – Charlotte), and Jomills H. Braddock (University of Miami).

Democratic Education, Race, and the Classroom: Content and Pedagogy in a Diverse Society
12:25 p.m. – 1:55 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level
Room 301 A&B

Link to Session

In this session, participants will focus on critical issues around teaching and curriculum in relation to three areas: advancing our understanding of culture, language, race, class, gender, and other forms of difference; creating pedagogical approaches that engage ideas that are deemed uncomfortable; and examining classroom content that promotes students’ engagement with historical and contemporary problems. It will address questions of what counts as knowledge, whose knowledge counts, for whom does the knowledge count, and with what expected goals and outcomes in a diverse society? Session participants include Kenneth M. Zeichner (University of Washington), David O. Stovall (University of Illinois at Chicago), Cynthia Cruz (University of California, Santa Cruz), and A. Lin Goodwin (Teacher College, Columbia University).

Mexican American Educational Experiences and the Historical Struggle for Equal Educational Opportunity: A Critical Conversation
2:15 p.m. – 3:45 p.m.
Henry B. Gonzalez Convention Center
Ballroom Level, Room 301 A&B

Link to Session

This session examines the struggle for equal educational opportunity by Mexican Americans over time, space and in different regions of North America. This session specifically engages in a critical conversation with a group of accomplished historians of education whose work explores how Mexican Americans have struggled for equal educational opportunities over time. Panelists will present an overview of their research on the history of Mexican American in the United State and relate it to the notion of educational opportunity and elements of the Coleman Report. The session will also include time for questions from the audience to allow for connections from the past and to present conditions. Session participants include Vilma Ortiz (University of California – Los Angeles), Laura K. Munoz (Texas A&M University – Corpus Christi), Mario Rios Perez (Syracuse University), Edward Telles (Princeton University, and David G. Garcia (University of Michigan – Ann Arbor).

Today’s Live-Streaming Sessions


Browse more key speakers, featured presidential sessions, and session hashtags.

SAVE THE DATES
2018 AERA Annual Meeting
April 13 – 17, 2018

2017 Annual Meeting PageTheme | Registration | Visiting San Antonio |
Meeting Services | Housing & Travel | Exhibits, Sponsors, Advertising | Contact AERA
2017 Annual Meeting
“Knowledge to Action: Achieving the Promise of Equal Educational Opportunity”
Thursday, April 27 – Monday, May 1, 2017
San Antonio, Texas


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