Virtual School Meanderings

December 13, 2019

Article Notice – Leadership Traits Among Effective Virtual School Leaders

This came across my electronic desk…

Journal of Leadership, Accountability and Ethics / Vol 16 No 4 (2019)

Leadership Traits Among Effective Virtual School Leaders

  • Dee Dupree Bennett, Troy University
  • Robert H. Bennett III, Georgia Southwestern State University


Keywords: Leadership, Accountability, Ethics, Virtual School, Traits, Admired Leadership Traits, School Administration, Educational Leadership, Organizational Leadership, Virtual School Teachers


There is a growing need for outstanding virtual school administrators who can effectively navigate the unique demands of this alternative educational institution. This study explores key leadership traits deemed important in virtual school programs and organizations. The researchers conducted a mixed methods, explanatory design study using quantitative data from rank-order surveys and qualitative data from interviews with virtual school teachers and administrators. The results indicated similarities of traits identified and desired by virtual school teachers and administrators while reflecting meaningful correlation with Kouzes and Posner’s admired leadership traits. Findings and discussion provide guidance for current and future leadership in virtual settings.

Published: 2019-11-26

How to Cite: Bennett, D. D., & Bennett III, R. H. (2019). Leadership Traits Among Effective Virtual School Leaders. Journal of Leadership, Accountability and Ethics16(4).

Issue: Vol 16 No 4 (2019)

December 12, 2019

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

No K-12 distance, online, and/or blended learning items in this issue.

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

An issue has been published.


IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

December 9, 2019

Article Notice – Student Perceptions Of Online Teacher And On-site Facilitator Support In Supplemental Online Courses

An item from one of my open scholarship networks.

  • November 2019
  • Jered Borup, Chawanna B. Chambers & Rebecca Stimson

ABSTRACT: In an attempt to better support their students and reduce online course attrition rates, some brick-and-mortar schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, we surveyed 70 students and conducted eight focus groups with 51 students to better understand the support that online teachers and on-site facilitators provided them. Our findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students’ on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

December 7, 2019

Distance Education, Volume 40, Issue 4, November 2019 Is Now Available Online On Taylor & Francis Online

Note that there are no K-12 distance, online, and/or blended learning items in this issue.  However, it is an VERY fascinating issue exploring the history of the field.

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 4, November 2019 is now available online on Taylor & Francis Online.

This new issue contains the following articles:

EditorialsForty years of pushing the boundaries of education
Som Naidu PhD (Executive Editor)
Pages: 425-429 | DOI: 10.1080/01587919.2019.1693952

ArticlesThe Distance Education journal at 40: crossroads and horizons
Jon Baggaley
Pages: 430-437 | DOI: 10.1080/01587919.2019.1681891

Original ArticlesThe position of Distance Education in a journal network
Olaf Zawacki-Richter & Katja Buntins
Pages: 438-453 | DOI: 10.1080/01587919.2019.1692766

An analysis of flexible learning and flexibility over the last 40 years of Distance Education
George Veletsianos & Shandell Houlden
Pages: 454-468 | DOI: 10.1080/01587919.2019.1681893

ArticlesShifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education
Clarence Ng
Pages: 469-496 | DOI: 10.1080/01587919.2019.1681892

Original ArticlesIntellectual roots of distance education: a progressive knowledge domain analysis
Aras Bozkurt
Pages: 497-514 | DOI: 10.1080/01587919.2019.1681894

Digital transformation in higher education: critiquing the five-year development plans (2016-2020) of 75 Chinese universities
Junhong Xiao
Pages: 515-533 | DOI: 10.1080/01587919.2019.1680272

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December 5, 2019

Article Notice – Virtual Laboratory for Elementary Students

Another item from one of my open scholarship networks.

  • October 2019
  • Journal of Physics Conference Series 1387:012113
  • DOI: 10.1088/1742-6596/1387/1/012113
  • S E Pramono, S D W Prajanti, and W Wibawanto

ABSTRACT: Experiment-based science learning for elementary school children in Indonesia is constrained by infrastructure. Only a few elementary schools have integrated laboratories, which led to science-based thematic learning mostly limited to conceptual or theoretical. The solution offered by this article is the use of a virtual laboratory (VLab-“little scientist”) designed specifically for elementary school students. The little scientist simulates several types of basic experiments using attractive, colorful, and simple visual displays that are easily understood by the young learner. The Virtual Lab-little scientist was developed using the RnD method and operated using screen-based hardware like PC or Mobilephone. The VLab-little scientist was tested on 4th and 5th graders of Elementary School. The test results that the utilization of virtual labs is able to improve students’ science process skills. Students were able to experiment with real equipment, after using the VLab-little scientist. Subsequent development needs to consider the elementary school science curriculum and further test to explore the effectiveness of using virtual lab.

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