Virtual School Meanderings

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

April 27, 2019

CJE New Issue Published | Parution Du Dernier Numéro De La RCÉ

No specific K-12 distance, online, and/or blended learning items – but the first book review is one that I plan to check out personally.

New Issue Now Online
Parution du dernier numéro
Spring 2019 | Printemps 2019
Volume 42 Issue 1
Editorial
Theodore Christou and Christopher DeLuca
Articles
Lauren Bialystok
Christine Mayor, Eliana B Suarez
Karine Rondeau, Simon Grégoire, Laurence Morin, Lysa-Marie Hontoy
Claire Ahn, Carl Leggo
Mariola Misiorowska, Maryse Potvin, Sebastien Arcand
Emmanuel Charles Poirel, Sébastien Béland, Jessica Charlot
Edith Jolicoeur, Francine Julien-Gauthier
Emmanuelle Jasmin, Stéphanie Ariel, Anne Gauthier, Marie-Soleil Caron, Laurie Pelletier, Gaby Currer-Briggs, Sylvie Ray-Kaeser
Lindsay Gibson, Roland Case
Benjamin Kutsyuruba, Keith Walker, Rebecca Stroud Stasel, Maha Al Makhamreh
Canadian Society for the Study of Education | 204 – 260 Dalhousie StreetOttawa, Ontario K1N 7E4 Canada

April 23, 2019

Article Notice – K–12 Blended Teaching Readiness: Model And Instrument Development

This article came across my electronic desk last week sometime.  It appears that the volume that it will formally appear in has not be released yet, but it appears here in the “Articles First” portion of the journal.

Publication Cover

K–12 Blended Teaching Readiness: Model and Instrument Development

Charles R. Graham,Jered Borup, Emily Pulham & Ross Larsen
Received 23 Aug 2018, Accepted 20 Feb 2019, Published online: 17 Apr 2019

 

An increasing number of K–12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills they must develop to teach in blended contexts. This research is focused on that weakness, with the purposes of systematically identifying the skills needed for teaching in a blended learning context and of developing and testing an instrument that can be used to determine individual and school-wide readiness for blended teaching. In this study we present a measurement model used to develop items for measuring K–12 blended learning readiness. Specifically the instrument contained the following top-level areas: (a) foundational knowledge, skills, and dispositions, (b) instructional planning, (c) instructional methods and strategies, (d) assessment and evaluation, and (e) management. Each top-level construct also had two to four subconstructs. Through confirmatory factor analysis using survey responses from 2,290 K–12 teachers we found that the data met all four fit statistics cutoffs set forth in the literature (root mean square error of approximation [RMSEA]= 0.041, comparative fit index [CFI] = 0.926, Tucker–Lewis index [TLI] = 0.923, standardized root mean square residual [SRMR] = 0.041, X2 = 978.934, df = 1992).

Keywords:: K–12 blended learningblended teaching competencies

April 19, 2019

LearnTechLib Table Of Contents Alert: JCMST 38:2

I don’t believe that there are any K-12 distance, online, and/or blended learning items specific to this issue.  But several articles that may be of interest to readers of this space.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: JCMST 38:2

Dear Michael Barbour,

The latest issue of Journal of Computers in Mathematics and Science Teaching is now available on LearnTechLib, the Learning & Technology Library.

Journal of Computers in Mathematics and Science Teaching

Vol. 38 , No. 2 (April 2019)

Table of Contents

  1. Perceptions of Pre-service Elementary Mathematics Teachers on Their Technological Pedagogical Content Knowledge (TPACK) Regarding Geometry

    Aykut Bulut , Middle East Technical University, ; Mine Işıksal , Middle East Technical University,

    Abstract: https://www.learntechlib.org/p/173761/

  2. Piloting Innovative Learning Experiences: Outcomes of Digital Fabrication Activities across Five Classrooms

    Curby Alexander , Texas Christian University, ; Gerald Knezek , University of North Texas, ; Rhonda Christensen , University of North Texas, ; Tandra Tyler-Wood , University of North Texas,

    Abstract: https://www.learntechlib.org/p/183902/

  3. How Viewers Orient Toward Student Dialogue in Online Math Videos

    Joanne Lobato , San Diego State University, ; Carren Walker , San Diego State University,

    Abstract: https://www.learntechlib.org/p/183904/

  4. Impact of using Autograph Software as a tool in Teaching and Learning of Quadratic Functions on Gender Performance

    Peter Kwamina Awortwe , Edinaman Senior High School, Mathematics Department, ; Maxwell Kwesi Nyatsikor , University for Development Studies, Faculty of Education, ; Dorcas Osei Sarfo , The Laboratory of Mathematics Paradise,

    Abstract: https://www.learntechlib.org/p/185165/

  5. Table of contents for this issue: https://www.learntechlib.org/j/JCMST/v/38/n/2/

You will automatically be emailed the Table of Contents whenever a new issue of Journal of Computers in Mathematics and Science Teaching is placed in the Digital Library.


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