Virtual School Meanderings

March 26, 2018

Article Notice – Online Student Use of a Proximate Community of Engagement at an Independent Study Program

Last week I posted a notice of a New Issue Of Online Learning Journal Published.  Below is the information for the sole K-12 distance, online, and blended learning article contained in that issue.

Darin R Oviatt, Charles R. Graham, Jered Borup, Randall S Davies

 

Abstract

Research has suggested that independent study students may benefit from engaging with a proximate community of engagement (PCE) while completing an online course and that they perceive that such engagement will help them succeed. Independent Study students were surveyed at the completion of their course to assess the level at which they actually interacted with a PCE. Survey findings were confirmed with follow-up interviews with students and their parents to triangulate survey data. Findings revealed that students in the study interacted with a PCE when completing the course. The percentage of students actually engaging with a PCE was lower than the percentages of students from a previous study who perceived that such engagement would be helpful. The research suggests that students made aware of the benefits of a PCE at the beginning of the course, and who receive coaching to curate that community as an assignment in the course, will be more likely to receive the learning benefits of community engagement. Future research to confirm the value of engaging with a proximate community, identifying most helpful and effective interactions, and helping students curate such a community were proposed.

Keywords

Independent study, adolescent, online courses, online community, adolescent community of engagement, proximate community of engagement

Full Text:

PDF

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DOI: http://dx.doi.org/10.24059/olj.v22i1.1153

March 22, 2018

New Issue Of Online Learning Journal Published

Note the article below entitled “Online Student Use of a Proximate Community of Engagement at an Independent Study Program” by Darin R Oviatt, Charles R. Graham, Jered Borup, and Randall S Davies that is focused on K-12 distance, online, and/or blended learning.

Online Learning Consortium - Twitter   Facebook   Instagram   YouTube
New Issue of Online Learning Journal Published
Dear Michael,

Recently Online Learning published a new issue – Volume 22 Issue 1.

We invite you to review the issue here:
https://olj.onlinelearningconsortium.org/index.php/olj

If you have a Twitter account, please take a moment to update your OLJ user profile by including your Twitter account in your OLJ bio.

Thank you for your ongoing interest in Online Learning.

Best regards,

pshea-circle.png Peter Shea, PhD
Editor: Online Learning
Associate Provost for Online Education & Associate Professor, Educational Theory and Practice and Informatics
University at Albany, State University of New York
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Vol 22, No 1 (2018)
Full Issue
View or download the full issue (PDF)

Table of Contents
Introduction

Introduction to Online Learning Volume 22 Issue 1

Peter Shea

PDF

Massive Open Online Course (MOOC) Research

Comparing the Factors That Predict Completion and Grades Among For-Credit and Open/MOOC Students in Online Learning

Ma. Victoria Almeda, Joshua Zuech, Ryan S. Baker, Chris Utz, Greg Higgins, Rob Reynolds

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Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Matt Crosslin, Justin T. Dellinger, Srecko Joksimovic, Vitomir Kovanovic, Dragan Gasevic

Empirical Studies

No Significant Difference – Unless you are a Jumper

Richard J Fendler, Craig Ruff, Milind Shrikhande

PDF
Breaking Barriers Through Edmodo: A Qualitative Approach on the Perceptions of University of Malaya Undergraduates

FARHA ALIA MOKHTAR

PDF
Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Laurie A. Sharp, Marc Hamil

PDF
Computer Science Students’ Attitudes Towards the Use of Structured and Unstructured Discussion Forums in Fully Online Courses

Moanes Hani Tibi

PDF
The Relationship between Instructor Servant Leadership Behaviors and Satisfaction With Instructors in an Online Setting

Faris George Sahawneh, Lorraine T Benuto

PDF
Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses

Lee William Daffin Jr., Ashley Anne Jones

PDF
Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey

Yusuf Ziya OLPAK, Ebru KILIÇ ÇAKMAK

PDF
The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students

Shannon Kennan

Learner Engagement

An Online Engagement Framework for Higher Education

Petrea Redmond, Amanda Heffernan, Lindy Abawi, Alice Brown, Robyn Henderson

PDF
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

Florence Martin, Doris U Bolliger

PDF
Online Student Use of a Proximate Community of Engagement at an Independent Study Program

Darin R Oviatt, Charles R. Graham, Jered Borup, Randall S Davies

Online Learning Consortium – Advancing Quality and Leadership in Digital Education

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December 13, 2017

Article Notice: Describing K-12 Online Teachers’ Online Professional Development Opportunities For Students With Disabilities

In yesterday’s entry [OLJ] New Online Learning Journal Issue Published, there was one K-12 focused article that I wanted to highlight today.

Describing K-12 online teachers’ online professional development opportunities for students with disabilities

Mary Frances Rice

 

Abstract

Online teacher professional development (oTPD) researchers have been concerned with design features, teacher change in practice, and student learning, as well as establishing guidelines for directing funding support. Even so, previous work suggests that high-quality instructional support for all SWD is still on the horizon. As a response to the need for better instruction, professional development for SWD has emerged in all settings, including teachers who are not just receiving oTPD, but who are online teachers themselves. The purpose of this study was to use online teachers’ descriptions of their oTPD for SWD to learn about the professional learning opportunities available to teachers around serving SWD and their families. Teachers and administrators from various online/virtual learning schools around the country participated in this study. Even though teachers had SWD in their courses and were directly responsible for SWD, most teachers and administrators described few professional development opportunities for learning to teach SWD in the online learning environment beyond giving and receiving information about legal compliance. However, there was some evidence that some teachers in some schools were supported in forming informal collaborative communities with the potential for developing promising practices for these students.

Keywords

students with disabilities, online teacher professional development, administrator and teacher perspectives

Full Text:

PDF

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Pazey, B. L., & Cole, H. A. (2013). The role of special education training in the development of socially just leaders building an equity consciousness in educational leadership programs. Educational Administration Quarterly, 49(2), 243-271.

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Sugar, W., & van Tryon, P. J. S. (2014). Development of a virtual technology coach to support technology integration for K-12 educators. TechTrends, 58(3), 54-62.

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DOI: http://dx.doi.org/10.24059/olj.v21i4.1274

December 12, 2017

[OLJ] New Online Learning Journal Issue Published

Note the K-12 online learning item below.

Dear Readers:

The latest issue of Online Learning features a special section of high quality papers presented at the American Education Research Association’s (AERA) 2017 Annual Conference.  Founded more than a century ago, AERA is the premier organization for educational research in the United States with more than 25,000 members, 12 divisions and numerous special interest groups.  The Association’s Special Interest Group on Online Teaching and Learning (SIG-OTL) is a multi- disciplinary community of scholars focused on the creation, use, and evaluation of online learning environments.    Through a collaboration between the Online Learning Consortium and AERA this issue highlights 11 papers selected from more than 100 original submissions to the SIG-OTL.

These papers include research on online collaboration from the perspectives of minority students and instructors, how perceptions of communities are influenced by course length and discussion facilitation, and on the relationship between self-reflection and achievement in online K-12 math courses. The issue also contains 6 articles from our regular submission process addressing vital issues related to online learning processes, motivation, satisfaction, and performance.

We invite you to review the issue here
https://olj.onlinelearningconsortium.org/index.php/olj

Thanks for your continuing interest in Online Learning,

Peter

Peter Shea, PhD
Editor, Online Learning

Online Learning
Vol 21, No 4 (2017)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/55

Special Conference Issue: AERA Online Teaching and Learning SIG
——–
INTRODUCTION TO THE SPECIAL ISSUE SPOTLIGHTING PAPERS FROM THE AERA SPECIAL
INTEREST GROUP ON ONLINE TEACHING AND LEARNING
Karen Swan,     Jennifer Richardson
Online collaborative learning activities: The perspectives of minority
graduate students
Alex Kumi-Yeboah,       James Dogbey,   Guangji Yuan
Care, Communication, Support: Core for Designing Meaningful Online
Collaborative Learning
Heather A. Robinson,    Whitney Kilgore,        Scott J. Warren
Student Actions and Community in Online Courses: The Roles Played By Course
Length and Facilitation Method
Carrie Demmans Epp,     Krystle Phirangee,      Jim Hewitt
Self-Reflection and Math Performance in an Online Learning Environment
Jinnie Choi,    Alyssa Walters, Pat Hoge
Describing K-12 online teachers’ online professional development
opportunities for students with disabilities
Mary Frances Rice
Best Practices Framework for Online Faculty  Professional Development: A
Delphi Study
Sandra Coswatte Mohr,   Kaye Shelton
Examining Distance Learners in Hybrid Synchronous Instruction:  Successes
and Challenges
Enilda Romero-Hall,     Cristiane Rocha Vicentini
Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated
Communication
Benjamin William Gleason,       Christine Greenhow
Live Synchronous Web Meetings in Asynchronous Online Courses:
Reconceptualizing Virtual Office Hours
Patrick R. Lowenthal,   Joanna C Dunlap,        Chareen Snelson
Wherefore Art Thou MOOC: Defining Massive Open Online Courses
Stephanie J Blackmon,   Claire H. Major
How Much Does Student Engagement with Videos and Forums in a MOOC Affect
Their Achievement?
Fernanda Cesar Bonafini,        Chungil Chae,   Eunsung Park,   Kathryn Weed Jablokow

Section II
——–
Introduction to Section II
Peter Shea
Student Predisposition to Instructor Feedback and Perceptions of Teaching
Presence Predict Motivation Toward Online Courses
Andrew William Cole,    Christopher Anderson,   Thomas Bunton,  Maura R.
Cherney,        Valerie Cronin Fisher,  Richard Draeger, Jr.,   Michelle
Featherston,    Laura Motel,    Kristine M. Nicolini,   Brittnie Peck,  Mike Allen
A Critical Analysis of Characteristics that Influence the Effect of
Instructor Discussion Interaction on Student Outcomes
Rebecca Simon Hoey
Pre- and inservice teacher satisfaction with online collaborative mentoring
for technology integration: Applying the Kano quality attributes
Helga Dorner,   Swapna Kumar
Correlation between Grades Earned and Time in Online Courses
Lin Carver,     Keya Muhkerjee, Robert Lucio
Navigating Turn-Taking and Conversational Repair in an Online Synchronous
Course
Yvonne Earnshaw
Thematic Patterns in International Blended Learning Literature, Research,
Practices, and Terminology
Kristian J Spring,      Charles R Graham

________________________________________________________________________
Online Learning (OLJ)
http://olj.onlinelearningconsortium.org/index.php/olj

September 7, 2017

New Issue of Online Learning [OLJ] Published

No K-12 distance, online and/or blended learning items that I could see.

Dear Readers,

We recently published a new issue (21:3) of Online Learning (OLJ).  This
special conference issue contains articles originally presented at the OLC
Accelerate and OLC Innovate annual meetings.  We invite you to review the
issue here:

https://olj.onlinelearningconsortium.org/index.php/olj

Thank you to our guest editors, authors, reviewers, and the staff of OLC for
all their contributions and to you for your continuing interest in Online
Learning.

best regards,

Peter Shea

Peter Shea, PhD
Editor: Online Learning (OLJ)
Associate Provost for Online Education  &
Associate Professor, Educational Theory and Practice and CCI
University at Albany, State University of New York
ED 114, 1400 Washington Ave, Albany, NY 12222
pshea@albany.edu

Online Learning
Vol 21, No 3 (2017)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/54

Introduction
——–
Introduction: Sept. 2017 Conference Issue
Anthony Picciano

Invited Papers / 2017 OLC Conference Special Issue
——–
Gap Analysis: An Innovative Look at Gateway Courses and Student Retention
Karen Swan,     William Bloemer,        Scott Day
Beyond Being There:  Practices that Establish Presence, Engage Students and
Influence Intellectual Curiosity in a Structured Online Learning Environment
Janice Marie Orcutt,    Laurie P Dringus
Student Perceptions of the Use of Multimedia for Online Course Communication
Laura Portolese,        Julie Bonner
Using Design-Based Research in Higher Education Innovation
Cristi Ford,    Darragh McNally,        Kate Ford
Understanding Faculty Use of the Learning Management System
Jason Rhode,    Stephanie Richter,      Peter Gowen,    Tracy Miller,   Cameron Wills
An Instructor Learning Analytics Implementation Model
Holly McKee
Blended Learning From Design to Evaluation:  International Case Studies of
Evidence-Based Practice
Prof. Norman D. Vaughan,        Aline Reali,    Stefan Stenbom, Marieta Jansen Van
Vuuren, David MacDonald
A Formative Case Evaluation for the Design of an Online Delivery Model
Providing Access to Study Abroad Activities
Wendy Howard,   Gino Perrotte,  Minyoung Lee,   Jenna Frisone
Improving Digital Library Experiences and Support with Online Research
Guides
Laura Brewer,   Holly Rick,     Karen A. Grondin

Section II
——–
Introduction to Section II,  Sept. ’17
Peter Shea
Revised Community of Inquiry: Examining Learning Presence in a Blended Mode
of Delivery
Jessica Pool,   Gerda Reitsma,  Dirk Van den Berg
Theories and Frameworks for Online Education:  Seeking an Integrated Model
Anthony G Picciano
Exploring Factors Related to Completion of an Online Undergraduate-Level
Introductory Statistics Course
Whitney Alicia Zimmerman,       Glenn Johnson
An examination of factors that impact the retention of online students at a
for-profit university
Chris Sorensen, Judy Donovan
Exploring Differences in Business Undergraduate Perceptions by Preferred
Classroom Delivery Mode
Gary Blau,      Rob Drennan, Jr.
Compensation Still Matters: Language Learning Strategies in the Third
Millennium ESL Learners
Karim Hajhashemi,       Alireza Shakarami,      Nerina Caltabiano

________________________________________________________________________
Online Learning (OLJ)
http://olj.onlinelearningconsortium.org/index.php/olj

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