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)

January 14, 2019

Article Notice – Accessibility That Supports Literacy: Virtual School Course Design Teams’ Instructional Planning For Students With Disabilities

This was the third of the K-12 distance, online, and/or blended learning articles I references in Friday’s New Issue of Online Learning Journal Published entry.

Mary Frances Rice



As more students with disabilities in K-12 settings enroll in online courses, virtual schools and programs are working make courses accessible through stronger course design. When course designers approach the issue of accessibility, they must comply with legal requirements and mitigate the challenges many students with disabilities face for literacy and learning. These challenges include less well-developed content vocabulary and background knowledge, as well as inefficient skills and strategies for engaging with and comprehending online text. This study describes phenomenological research where course designers worked to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Four strategies for promoting accessibility emerged as findings: (1) composing clear articulations of learning outcomes; (2) promoting personalized and contextualized learning, and; (3) planning for visual and audio representation of concepts. However, course designers may need additional support for addressing the interplay between literacies that promote access and accessibility features that promote literacies.


K12 online course design, collaborative online course design, instructional design for students with disabilities, course design literacies, accessibility in online courses

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Article Notice – Quiet Participation: Investigating Non-Posting Activities In Online Learning

This was the second of the K-12 distance, online, and/or blended learning articles I references in Friday’s New Issue of Online Learning Journal Published entry.

Lesley Wilton



Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since number or frequency of entries, words or key phrases are usually visible and easily tracked. This paper addresses reading, writing and revisiting behaviours by cluster groups in eight online courses, and looks for patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.

Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since number or frequency of entries, words or key phrases are usually visible and easily tracked. This paper addresses reading, writing and revisiting behaviours by cluster groups in eight online courses, and looks for patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.


Online learning discussions, rereading, revisiting, non-posting participation

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Article Notice – Exploring The Impact Of Small-Group Synchronous Discourse Sessions In Online Math Learning

This was the first of the K-12 distance, online, and/or blended learning articles I references in Friday’s New Issue of Online Learning Journal Published entry.

Jinnie Choi, Alyssa Walters



Students in a fully-online learning environment have limited access to opportunities to talk about math problem solving. While discourse is a promising pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully-online virtual elementary schools in the United States to address the following research questions: (a) Is participating in math discourse about reasoning and problem-solving related to students’ confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The results showed that (a) repeated participation in the discourse sessions in a course was not directly related with changes in confidence, self-efficacy toward math, and math mindset, and (b) higher numbers of sessions that students participated in was associated with higher performance in final math course score and state assessment results, after controlling for prior performance and confidence, self-efficacy and mindset scores.


math discourse; mathematics instruction; online learning

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January 11, 2019

New Issue of Online Learning Journal Published

This showed up in my inbox in the past day or so.  Note that there are a couple of K-12 distance, online, and/or blended learning articles below.

Featuring pedagogical strategies, student outcomes, student behavior, and course instructional design principles. Email not displaying correctly?
View it in your browser.
Issue 22-4 of Online Learning Journal

Dear OLC Colleague,

We recently published Issue 22:4 of Online Learning Journal (OLJ). Since 2016, OLJ has dedicated a special issue to publish the year’s best research from the American Educational Research Association’s Online Teaching and Learning Special Interest Group (AERA-OTL SIG). This year’s special issue presents a diverse selection of high-quality research on a broad range of topics using an array of research methods. The articles in this issue are arranged according to four major categories related to online learning: pedagogical strategies, student outcomes, student behavior, and course instructional design principles.

This issue of Online Learning also contains seven papers from our regular submission process. The studies in this section examine student, faculty, and administrative issues in online learning. The initial set of papers look at preparing and engaging learners in online study. The second group of papers analyze questions related to faculty development. The final paper in this section presents a national study of online learning leaders.

We invite you to read and share this issue with colleagues and to consider submitting your original work to Online Learning.


Dr. Peter Shea
Online Learning Journal (OLJ)
Associate Provost for Online Learning &
Associate Professor, Educational Theory and Practice and Informatics

University at Albany, State University of New York

Copyright © 2019, All rights reserved.

Our mailing address is:

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