Virtual School Meanderings

March 6, 2019

[OLJ] New Online Learning Journal Issue Published

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

Dear Readers:

We recently published Issue 23:1 of Online Learning (OLJ). You can view this
issue here:

This first issue of 2019 contains 15 articles reflecting a broad range of
topics, research questions, and methods. This collection of studies advances
our understanding of cultural, theoretical, pedagogical, methodological,
faculty, and professional development concerns in online settings.

Thanks for your continuing interest in Online Learning.

Peter Shea, PhD
Editor: Online Learning
Associate Provost for Online Learning & Professor
Educational Theory and Practice & Informatics
University at Albany, State University of New York
1400 Washington Ave., Albany, NY 12222

Online Learning
Vol 23, No 1 (2019)
Table of Contents

Introduction to Online Learning Volume 23, Issue 1
Peter Shea

Cultural and International Perspectives
Interculturality in Online Learning:   Instructor and Student Accommodations
Gulnara Sadykova,       Carla Meskill

Empirical Studies
African American Males Learning Online: Promoting Academic Achievement in
Higher Education
Susan G Salvo,  Brett Welch,    Kaye Shelton
What if online students take on the responsibility: Students’ cognitive
presence and peer facilitation techniques
Ye Chen,        Jing Lei,       Jiaming Cheng
Re-examining the Construct Validity and Causal Relationships of Teaching,
Cognitive and Social Presence in Community of Inquiry Framework
Patrick Dempsey,        Jie Zhang
Exploring the relationship of background, technology and motivation
variables to business school transfer intent for two mixed course format
business undergraduate samples
Gary Blau,      Mary Anne Gaffney,      Michael Schirmer,       Bora Ozkan,     YJ Kim
Reflection in Learning
Bo Chang
Self-Determination: Motivational Profiles of Bachelor’s Degree Seeking
Students at an Online, For-Profit University
Carol Pugh

Faculty, Professional Development, and Online Teaching
Professional Development- Differences in teachers’ attitudes between online
and traditional training courses
Egoza Wasserman,        Ruth Migdal
Benefits of Online Teaching for Onground Teaching at a Historically Black
Colleges and Universities
D”Nita Andrews Graham
Teaching to Connect: Community-Building Strategies for the Virtual Classroom
Sharla Berry
Award-Winning Faculty Online Teaching Practices: Roles and Competencies
Florence Martin
Integrating UDL Strategies into the Online Course Development Process:
Instructional Designers’ Perspectives
Korey Jerome Singleton, Anna Evmenova,  Marci Kinas Jerome,     Kevin Clark

Review of Literature
Doctoral E-mentoring: Current Practices and Effective Strategies
David James Byrnes Jr., Lida J. Uribe-Flórez,   Jesús Trespalacios,     Jodi
Social Network Analysis and Online Learning Communities in Higher Education:
A Systematic Literature Review
Shazia K. Jan,  Panos Vlachopoulos,     Mitch Parsell

Online Learning (OLJ)

March 4, 2019

Article Notice – Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

This K-12 online learning article was referenced in last week’s [IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning.

Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

  • Jered BorupGeorge Mason University
  • Shea WaltersGeorge Mason University
  • Meagan Call-CummingsGeorge Mason University
Keywords: parent engagement, narrative analysis, homeschooling., charter cyber school


With the rapid growth of K-12 online learning opportunities, calls have come for more and better parental engagement to improve student engagement and reduce student attrition. In this article, we drew from a larger study to share rich narratives from three parents of students who required high levels of parental support for their online learning while enrolled at a charter cyber school. In the first narrative, a mother describes her experiences attempting to work with her son Ivan, who rejected her efforts and disobeyed rules while enrolled in the cyber school. The move from a brick-and-mortar school to the cyber school further strained their relationship and the mother was unprepared to manage Ivan’s learning. The second narrative focuses on how a mother attempted to support Matthew, who lacked self-regulation abilities. The mother who previously homeschooled Matthew, turned to the cyber school because she wanted “less on [her] shoulders” but underestimated the amount of support Matthew required and became frustrated at her lack of control over the pace and content of courses. The final narrative focuses on a mother who had two students enrolled in the cyber school. Each student exhibited different needs that required her to adapt the support strategies she used with Hannah, who procrastinated, and Karl, who lacked confidence. These narratives highlight some of the complexities parents navigate when engaging with their children’s online learning.

March 1, 2019

[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.


IRRODL Manager

This communication is intended for the use of the recipient to whom it is addressed, and may contain confidential, personal, and or privileged information. Please contact us immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communications received in error, or subsequent reply, should be deleted or destroyed.

The list of articles include – and notice the K-12 online learning article below:

  1. Vol 20 No 1 (2019)

Full Issue

Research Articles

Notes from the Field

February 25, 2019

Article Notice – Addressing Training Needs In Universalisation Of Elementary Education: A Distance Education Perspective

As I mentioned in the entry “Indian Journal of Open Learning: K-12 Distance, Online, And/Or Blended Learning Articles,” I am posting the articles I found in my searching.

Indian Journal of Open Learning Volume 13Number 2 ISSN 0971-2690 Publisher: Indira Gandhi National Open University


Abstract: The District Primary Education Programme (DPEP) was launched in India as a centrally sponsored scheme in the year 1994 to bring out qualitative changes in primary education through universal access, retention, improving learners’ achievement and reducing disparities among social groups. The programme began in 42 districts in 7 states and further expanded to cover 275 districts in 18 states. The programme, as experienced during its period of implementation (1994-2003), had its intense presence felt at the grass-root level in the target districts. The programme had resulted in improving access to schooling and also the physical environment of the primary schools. DPEP required 5 large number of teachers and other functionaries to be trained. As any single approach or model would be highly inadequate to carry out this enormous task of training, distance education was considered to be a viable alternative. A specific project on Distance Education Programme exclusively for the DPEP states (DEP-DPEP) was launched during 1997-2003 to help the states supplement and strengthen training through distance mode. A number of distance learning materials and media including print, audio, video, radio and teleconferencing were used to provide orientation and training to the functionaries in states. An attempt has been made in this paper to assess the achievement and impact of the distance education intenrention in DPEP. The whole range of DL inputs provided and activities conducted in the states are categorized in four broad areas – capacity building initiatives, training through distance mode, monitoring and implementation, and strengthening of institutions; and the achievement with respect to these areas has been examined. The findings of some feedback and impact studies conducted in states have also been reported. Taking into consideration the enormous training needs, the distance education component has been further retained in Sarva Shiksha Abhiyan (Education for All) project, which has by now been implemented in almost all states in the country


PADHAN, A. & CHAUDHARY, S. (2004). Addressing Training Needs in Universalisation of Elementary Education: A Distance Education Perspective. Indian Journal of Open Learning, 13(2), 151-165. Indira Gandhi National Open University. Retrieved February 18, 2019 from

Article Notice – Professional Development In Distance Education: A Case Study Of Distance Education Programme Of District Primary Education Programme

As I mentioned in the entry “Indian Journal of Open Learning: K-12 Distance, Online, And/Or Blended Learning Articles,” I am posting the articles I found in my searching.

Indian Journal of Open Learning Volume 9Number 2 ISSN 0971-2690 Publisher: Indira Gandhi National Open University


Professional development of distance education personnel undertaken by DEP-DPEP has been primarily with the airn of supplementing face-to-face training of teachers with multi-media support. This has the airn of minimising quality dilution and content loss in the cascade mode of the teacher training strategy. Professional development of DE personnel undertaken by DEP-DPEP has the dual purpose of generating media materials as well as building a trained body of media professionals in the DPEP states, Producing materials in consonance with the zeitgeist of the concerned state. Both synchronous and asynchronous modalities of media communication have been utilized for producation and delivery of DL materials. Professional development exercises, as reported in this pape6 have three stages: (i) pre-training preparation, (ii) during training activities, and (iii) post-training outcome.


Sinha, S. (2000). Professional Development in Distance Education: A Case Study of Distance Education Programme of District Primary Education Programme. Indian Journal of Open Learning, 9(2), 157-164. Indira Gandhi National Open University. Retrieved February 18, 2019 from

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