Virtual School Meanderings

December 30, 2014

Posting Notice For Invitation To Participate In A PhD Dissertation Study

Posting on behalf of a colleague…

Posting notice for invitation to participate in a PhD dissertation study
by Rozella G. Clyde, a PhD candidate at Capella University, School of Education
in the field of Instructional Design for Online Learning


A Capella University PhD candidate is seeking research participants for a telephone based study concerning the use of Instructional Strategies in the development of virtual courses designed for a high school audience.

The study is entitled, “Understanding Ways Instructional Designers of High School Level Virtual Courses Bridge Transactional Distances Between Learners and Course Content”.

Instructional designers who are currently involved in the development of virtual high school level courses in the United States and Canada and who have already designed at least two previous courses currently in use by high school level students are invited to contact Rozella G. Clyde, the researcher, at or at 917-355-4451.  If you meet the preliminary requirements, you will be invited to complete a brief questionnaire describing your work context and the type of course you are currently working on.   It is hoped that at least 14 Instructional Designers working in a variety of contexts and a range of content matter can be identified.  The interview pr`ocess will require less than an hour of the participant’s time.  Each participant will receive a transcript of the interview to edit and approve.  The research will be offered as guidance on current practices and approaches for others developing new virtual high school courses.

As a token of appreciation, upon receipt of the approved transcript, a $ 25.00 Amazon gift card will be sent to you.

Thank you for considering this opportunity.

March 13, 2014

[CNIE-L] Seeking Study Participants

From Tuesday’s inbox…

Seeking Study Participants

Title of Study: Competencies and skills for designers-by-assignment creating online interventions.

Sample needed:
1.  Instructional design experts
2.  Administrators
3.  Designers-by-assignment (also known as faculty designers)
4.  Professionals who work with designers-by-assignments

Contributions to this survey are important and greatly appreciated.  All participant information will be confidential, data protected, and anonymity maintained.  Personal data will not be associated with this research or included with any research documents.

If you are interested in this study, please click on the link: and fill out the survey to determine eligibility.

Should you have further questions, please do not hesitate to contact me at

Thank you,
Nicola Wills-Espinosa

February 23, 2014

Request For Participants – Survey

From the iNACOL Research in Review blog.

Request For Participants – Survey

A Grounded Theory Study of Best Practices for K12 Virtual Teacher Professional Development is in progress.  In this research context, virtual education consists of both online and blended instruction and using virtual tools including social media technology.

The purpose of this qualitative grounded theory study is to explore practices utilized for K12 virtual teacher professional development that may lead to the creation of a best practices model for K12 virtual schooling.

Request assistance of U.S. K12 administrators, teachers, and curriculum developers involved in online education complete the survey.  The 30-40 minute survey consists of the informed consent form, five demographic questions and nine open-ended questions to obtain your perspective on K12 virtual teacher professional development experiences.  Participant privacy will remain safeguarded as I am the only individual with access to the raw survey data.  If you are interested in completing the survey, please click the following link:

Thank you for taking time to assist me and if you have any questions please feel free to email me.

Janet Peterson
Doctoral Candidate
Northcentral University

February 22, 2014

REMINDER: Rural Education SIG Dissertation due Feb 28

Note that this SIG has been receptive to K-12 online learning submissions…


Nominate yourself or another for the 2014 Dissertation Award in Rural Education to be awarded at this year’s AERA conference in Philadelphia. Electronic only copies are acceptable. Send by Feb 28 to Caitlin Howley at

Regards, Kim Jones
Chair, Rural Ed SIG of AERA

DissAward2014 (1)

January 10, 2014

More Dissertation Research Ideas

Earlier this week, Misty-Dawn James commented on Dissertation Research Ideas?.

Dr. Barbour,

Do you have any suggestions on researching sub-groups of virtual high school students? Specifically, special education students. I am in the early stages of forming my dissertation questions and so far, I have found very limited research on how well these students are performing compared to their peers at traditional brick and mortar schools. What are your thoughts on this topic or suggested authors who may have articles on this topic?

Thank you a ton in advance!

I responded to her on that thread that I would post an entry to highlight her query and allow others to comment.

Right now there is a wealth of topics that could be researched, and there is very little published in this area.  Right now Article Notice – Virtually Forgotten: Special Education Students in Cyber Schools is one of the few research articles on special education available.  Beyond this single entry, you might just use the “special education” tag on my blog to see what else you might find.

In terms of actual publications that you might want to check out, might I recommend:

Cavanaugh, T. W. (2004). Distance learning as a form of accommodation. In C. Cavanaugh (ed.), Development and management of virtual schools: Issues and trends (pp. 84-115). Hersey, PA, Idea Group, Inc.

Crow, K. L. (2008). Four types of disabilities: Their impact on online learning. Tech Trends, 52(1), 51-55.

Grabinger, S. R, Aplin, C. & Ponnappa-Brenner, G. (2008). Supporting learners with cognitive impairments in online environments. TechTrends, 52(1), 63-69.

Keeler, C. G., & Horney, M. (2007). Online course designs: Are special needs being met? American Journal of Distance Education, 21(2), 61-75.

Keeler, C. G., Richter, J., Anderson-Inman, L., Horney, M. A., Ditson, M. (2007). Exceptional Learners: Differentiated Instruction Online. In C. Cavanaugh & R. Blomeyer (Eds.), What works in K-12 online learning (pp. 125−178). Eugene, OR: International Society for Technology in Education.

Müller, E. (2010). Virtual K-12 public school programs and students with disabilities: Issues and recommendations–A policy forum proceedings document. Alexandria, VA: Project Forum at the National Association of State Directors of Special Education.

Repetto, J., Cavanaugh, C., Wayer, N., & Liu, F. (2010). Virtual high schools: Improving outcomes for students with disabilities. The Quarterly Review of Distance Education, 11(2), 91-104.

Rose, R., & Blomeyer, R. L. (2007). Access and equity in online classes and virtual schools. Vienna, VA: North American Council for Online Learning. Retrieved from

Smith, S. J. & Meyen, E. L. (2003). Applications of online instruction: An overview for teachers, students with mild disabilities, and their parents. Focus on Exceptional Children. 35(6), 1-15.

Watson, J., & Gemin, B. (2008) Promising practices in online learning: Using online learning for at-risk students and credit recovery. Vienna, VA: International Association for K-12 Online Learning. Retrieved from

I might also suggest looking at the Center for Online Learning and Students with Disabilities (although note the following caveat – see the bottom).

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