Virtual School Meanderings

May 22, 2019

Distance Education, Volume 40, Issue 2, May 2019 Is Now Available Online On Taylor & Francis Online

A table of contents alert for this particular journal.  No K-12 distance, online, and/or blended learning specific articles in this issue.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Distance Education, Volume 40, Issue 2, May 2019 is now available online on Taylor & Francis Online.

This new issue contains the following articles:

EditorialsThe changing narratives of open, flexible and online learning
Som Naidu
Pages: 149-152 | DOI: 10.1080/01587919.2019.1612981

ReviewsFour narratives about online international students: a critical literature review
Kyungmee Lee & Brett Bligh
Pages: 153-169 | DOI: 10.1080/01587919.2019.1600363

Original ArticlesTowards another kind of borderlessness: online students with disabilities
Yasuhiro Kotera, Vicky Cockerill, Pauline Green, Lucy Hutchinson, Paula Shaw & Nicholas Bowskill
Pages: 170-186 | DOI: 10.1080/01587919.2019.1600369

Factors influencing the pursuit of personal learning goals in MOOCs | Open Access
Maartje Henderikx, Karel Kreijns, Jonatan Castaño Muñoz & Marco Kalz
Pages: 187-204 | DOI: 10.1080/01587919.2019.1600364

Exploring presence in online learning through three forms of computer-mediated discourse analysis
Meina Zhu, Susan C. Herring & Curtis J. Bonk
Pages: 205-225 | DOI: 10.1080/01587919.2019.1600365

Effects of different types of instructor comments in online discussions
Kyungbin Kwon, Su Jin Park, Suhkyung Shin & Chae Young Chang
Pages: 226-242 | DOI: 10.1080/01587919.2019.1602469

How sequencing and fading affects the relationship between intrinsic and germane cognitive loads
Christopher Lange & Jamie Costley
Pages: 243-261 | DOI: 10.1080/01587919.2019.1600366

Chronicling engagement: students’ experience of online learning over time
Tracey Muir, Naomi Milthorpe, Cathy Stone, Janet Dyment, Elizabeth Freeman & Belinda Hopwood
Pages: 262-277 | DOI: 10.1080/01587919.2019.1600367

Modeling collective attention in online and flexible learning environments
J. Zhang, X. Lou, H. Zhang & J. Zhang
Pages: 278-301 | DOI: 10.1080/01587919.2019.1600368

MiscellanySelected articles from Distance Education In China
Issues 01–02 (2019)
Pages: 302-302 | DOI: 10.1080/01587919.2019.1615399

If you need any further help, please contact us at support@tandfonline.comPlease do not reply to this email. To ensure that you receive your alerts and information from Taylor & Francis Online, please add “alerts@tandfonline.com” and “info@tandfonline.com” to your safe senders list.

Taylor & Francis, an Informa business.
Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

May 8, 2019

Open Learning: The Journal Of Open, Distance And e-Learning, Volume 34, Issue 2, June 2019 Is Now Available Online On Taylor & Francis Online

I don’t believe that there are any K-12 distance, online, and/or blended learning focused articles in this issue – but lots of very interesting and useful topics.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Open Learning: The Journal of Open, Distance and e-Learning, Volume 34, Issue 2, June 2019 is now available online on Taylor & Francis Online.

This new issue contains the following articles:

EditorialsEditorial
Denise Whitelock
Pages: 135-138 | DOI: 10.1080/02680513.2019.1604212ArticlesConsidering the role of the distance student experience in student satisfaction and retention
Madeleine Bornschlegl & D. Cashman
Pages: 139-155 | DOI: 10.1080/02680513.2018.1509695Forms of innovation inspired by open educational resources: a post-project analysis
Tim Coughlan, Rebecca Pitt & Robert Farrow
Pages: 156-175 | DOI: 10.1080/02680513.2018.1552579

Case ReportsUsing reflection to improve distance learning course delivery: a case study of teaching a management information systems course
Adil Fathelrahman
Pages: 176-186 | DOI: 10.1080/02680513.2018.1508338

ArticlesExploring factors impacting student engagement in open access courses
Mahsood Shah & Ming Cheng
Pages: 187-202 | DOI: 10.1080/02680513.2018.1508337

Interactive statistics for a diverse student population
Rachel Hilliam & Carol Calvert
Pages: 203-210 | DOI: 10.1080/02680513.2017.1386095

Book ReviewsUnderstanding digital technologies and young children: an international perspective
Pinsuda Srisontisuk
Pages: 211-216 | DOI: 10.1080/02680513.2018.1486186

E-Learning in China
Kam Cheong Li
Pages: 213-216 | DOI: 10.1080/02680513.2018.1486702

The American Journal of Distance EducationThe American Journal of Distance Education
Pages: 217-217 | DOI: 10.1080/02680513.2019.1611229

If you need any further help, please contact us at support@tandfonline.comPlease do not reply to this email. To ensure that you receive your alerts and information from Taylor & Francis Online, please add “alerts@tandfonline.com” and “info@tandfonline.com” to your safe senders list.

Taylor & Francis, an Informa business.
Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

May 1, 2019

These New Articles For Distance Education Are Available Online

No specific K-12 distance, online, and/or blended learning articles below, but a couple of items that readers of this space may find useful.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

New for Distance Education and online now on Taylor & Francis Online:

ArticlesFactors influencing the pursuit of personal learning goals in MOOCs | Open Access
Maartje Henderikx, Karel Kreijns, Jonatan Castaño Muñoz & Marco Kalz
Pages: 1-18 | DOI: 10.1080/01587919.2019.1600364Chronicling engagement: students’ experience of online learning over time
Tracey Muir, Naomi Milthorpe, Cathy Stone, Janet Dyment, Elizabeth Freeman & Belinda Hopwood
Pages: 1-16 | DOI: 10.1080/01587919.2019.1600367

Effects of different types of instructor comments in online discussions
Kyungbin Kwon, Su Jin Park, Suhkyung Shin & Chae Young Chang
Pages: 1-17 | DOI: 10.1080/01587919.2019.1602469

If you need any further help, please contact us at support@tandfonline.comPlease do not reply to this email. To ensure that you receive your alerts and information from Taylor & Francis Online, please add “alerts@tandfonline.com” and “info@tandfonline.com” to your safe senders list.

Taylor & Francis, an Informa business.
Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

April 30, 2019

Article Notice – Online Teacher And On-Site Facilitator Perceptions Of Parental Engagement At A Supplemental Virtual High School

A K-12 online learning article from the IRRODL notice earlier this morning.

  1. Research Articles

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

  • Jered BorupGeorge Mason University
  • Chawanna B. ChambersGeorge Mason University
  • Rebecca StimsonMichigan Virtual
Keywords: online learning, student engagement, virtual schooling, online teachers, on-site facilitators, parental engagement

Abstract

Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.

HOW TO CITE
Borup, J., Chambers, C. B., & Stimson, R. (2019). Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School . The International Review of Research in Open and Distributed Learning20(2). https://doi.org/10.19173/irrodl.v20i2.4237

[IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning

This showed up in my inbox yesterday.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

The actual table of contents included:

  1. Vol 20 No 2 (2019)

PUBLISHED: 2019-04-29

FULL ISSUE

RESEARCH ARTICLES

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