Virtual School Meanderings

April 11, 2018

ETS TOC Alert: Journal Of Educational Technology & Society 2018, Vol. 21, No. 2

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

Journal of Educational Technology & Society TOC Alert

Dear Subscriber,

The latest issue of “Journal of Educational Technology & Society” is now available on the ETS Journal Web Site.

2018, Vol. 21, Issue 2

Special Issue on ” Digital Citizenship: Trends and Research Issues of Learning Analytics and Educational Big Data”

Guest Editor(s): Gwo-Jen Hwang, Daniel Spikol and Kam-Cheong Li

Full Length Articles

Multilingual Videos for MOOCs and OER

Juan Daniel Valor Miró, Pau Baquero-Arnal, Jorge Civera, Carlos Turró, Alfons Juan

A Structural Model for Students’ Adoption of Learning Management Systems: An Empirical Investigation in the Higher Education Context

Duygu Fındık-Coşkunçay, Nurcan Alkış, Sevgi Özkan-Yıldırım

Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies

Fang-Ying Yang, Meng-Jung Tsai, Guo-Li Chiou, Silvia Wen-Yu Lee, Cheng-Chieh Chang, Li-Ling Chen

High School Students’ Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices

Baris Cukurbas, Mubin Kiyici

Evolving Learning Paradigms: Re-Setting Baselines and Collection Methods of Information and Communication Technology in Education Statistics

David Gibson, Tania Broadley, Jill Downie, Peter Wallet

Are Games Effective Learning Tools? A Review of Educational Games

Sara de Freitas

Teaching Classical Mechanics Concepts using Visuo-haptic Simulators

Luis Neri, Julieta Noguez, Victor Robledo-Rella, David Escobar-Castillejos, Andres Gonzalez-Nucamendi

The Effects of Representation Tool (Visible-Annotation) Types to Support Knowledge Building in Computer-Supported Collaborative Learning

Yoonhee Shin, Dongsik Kim, Jaewon Jung

Modelling and Simulating Electronics Knowledge: Conceptual Understanding and Learning through Active Agency

Adrian Twissell

Representations of Animal Companions on Student Learning Perception: Static, Animated and Tangible

Zhi-Hong Chen, Sheng-Chun Wang

Editorial

Digital Citizenship: Trends and Research Issues of Learning Analytics and Educational Big Data

Special Issue Articles

Learning Behavior Analysis of a Ubiquitous Situated Reflective Learning System with Application to Life Science and Technology Teaching

Wu-Yuin Hwang, Hong-Ren Chen, Nian-Shing Chen, Li-Kai Lin, Jin-Wen Chen

Learning Analytics for Supporting Seamless Language Learning using E-book with Ubiquitous Learning System

Kousuke Mouri, Noriko Uosaki, Hiroaki Ogata

How Competition in a Game-based Science Learning Environment Influences Students’ Learning Achievement, Flow Experience, and Learning Behavioral Patterns

Ching-Huei Chen, Jun-Han Liu, Wen-Chuan Shou

A Votable Concept Mapping Approach to Promoting Students’ Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data

Jerry Chih-Yuan Sun, Gwo-Jen Hwang, Yu-Yan Lin, Shih-Jou Yu, Liu-Cheng Pan, Ariel Yu-Zhen Chen

Using a Learner-Topic Model for Mining Learner Interests in Open Learning Environments

Pengfei Wu, Shengquan Yu, Dan Wang

A Learning Analytics Approach to Investigating Factors Affecting EFL Students’ Oral Performance in a Flipped Classroom

Chi-Jen Lin, Gwo-Jen Hwang

Applying Learning Analytics for the Early Prediction of Students’ Academic Performance in Blended Learning

Owen H.T. Lu, Anna Y.Q. Huang, Jeff C. H. Huang, Albert J. Q. Lin, Hiroaki Ogata, Stephen J. H. Yang

Personalized Word-Learning based on Technique Feature Analysis and Learning Analytics

Di Zou, Haoran Xie

What Learning Analytics Tells Us: Group Behavior Analysis and Individual Learning Diagnosis based on Long-Term and Large-Scale Data

Jia-Hua Zhang, Ye-Xing Zhang, Qin Zou, Sen Huang

A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs

Anis Bey, Patrick Jermann, Pierre Dillenbourg

Learning Analytics at Low Cost: At-risk Student Prediction with Clicker Data and Systematic Proactive Interventions

Samuel P. M. Choi, S.S. Lam, Kam Cheong Li, Billy T.M. Wong

A Peer Coaching-based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

Ning Ma, Shuang Xin, Jia-Yuan Du

Peer Assessment of Webpage Design: Behavioral Sequential Analysis Based on Eye Tracking Evidence

Ting-Chia Hsu, Shao-Chen Chang, Nan-Cen, Liu

Effects of a Progressive Prompting-based Educational Game on Second Graders’ Mathematics Learning Performance and Behavioral Patterns

Kai-Hsiang Yang, Hui-Chun Chu, Li-Yu Chiang


March 10, 2018

LearnTechLib Table of Contents Alert: CITE Journal 17:4

Another table of contents alert from yesterday.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 17:4

Dear Michael Barbour,

The latest issue of Contemporary Issues in Technology and Teacher Education is now available on LearnTechLib, the Learning & Technology Library.

Contemporary Issues in Technology and Teacher Education

Vol. 17 , No. 4 (December 2017)

Table of Contents

  1. Enhancing Preservice Science Teachers’ Use of Text Through E-Readers

    Brian Zoellner , University of North Florida, ; Terence Cavanaugh , University of North Florida,

    Abstract: https://www.learntechlib.org/p/147869/

  2. Computational Thinking in Mathematics Teacher Education

    George Gadanidis , Faculty of Education, Western University, ; Rosa Cendros , Faculty of Education, Western University, ; Lisa Floyd , Faculty of Education, Western University, ; Immaculate Namukasa , Faculty of Education, Western University,

    Abstract: https://www.learntechlib.org/p/173103/

  3. The Role of Photoblogs in Social Studies Classroom: Learning About the People of the Civil War

    Elizabeth Barrow , The University of North Carolina at Chapel Hill, ; Janice Anderson , The University of North Carolina at Chapel Hill, ; Martinette Horner , The University of North Carolina at Chapel Hill,

    Abstract: https://www.learntechlib.org/p/173111/

  4. Incorporating Multiple Technologies Into Teacher Education: A Case of Developing Preservice Teachers’ Understandings in Teaching Statistics With Technology

    Jennifer Lovett , Middle Tennessee State University, ; Hollylynne Lee , NC State University,

    Abstract: https://www.learntechlib.org/p/173254/

  5. Making and Missing Connections: Exploring Twitter Chats as a Learning Tool in a Preservice Teacher Education Course

    Betina Hsieh , California State University, Long Beach,

    Abstract: https://www.learntechlib.org/p/174129/

  6. Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration

    Yin-Chan Liao , Indiana University-Bloomington, ; Anne Ottenbreit-Leftwich , Indiana University-Bloomington, ; Michael Karlin , Indiana University-Bloomington, ; Krista Glazewski , Indiana University-Bloomington, ; Thomas Brush , Indiana University-Bloomington,

    Abstract: https://www.learntechlib.org/p/178710/

  7. Technology-Supported Science Instruction Through Integrated STEM Guitar Building: The Case for STEM and Non-STEM Instructor Success

    Sean Hauze , San Diego State University, ; Debbie French , Wilkes University,

    Abstract: https://www.learntechlib.org/p/180524/

  8. Editorial: A Report on the 2017 National Technology Leadership Summit

    Chrystalla Mouza , University of Delaware,

    Abstract: https://www.learntechlib.org/p/182419/

  9. Editorial: A Call for Articles on AMTE’s Standards for Preparing Teachers of Mathematics Use of Technology in K-12

    Beth Bos , Arkansas State University,

    Abstract: https://www.learntechlib.org/p/182420/

  10. Editorial: Integrated STEM and Current Directions in the STEM Community

    Andrea C. Burrows , University of Wyoming, ; Joe Garofalo , University of Virginia, ; Steven Barbato , International Technology and Engineering Education Association, ; Rhonda Christensen , University of North Texas, ; Michael Grant , University of South Carolina, ; – Kinshuk , University of North Texas, ; Jennifer Parrish , University of Northern Colorado, ; Christine Thomas , Georgia State University, ; Tandra Tyler-Wood , University of North Texas,

    Abstract: https://www.learntechlib.org/p/182421/

  11. Table of contents for this issue: https://www.learntechlib.org/j/CITE/v/17/n/4/

You will automatically be emailed the Table of Contents whenever a new issue of Contemporary Issues in Technology and Teacher Education is placed in the Digital Library.


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March 1, 2018

Commentary – Virtual School Startups: Founder Processes In American K-12 Public Virtual Schools

Earlier this week I posted an article notice for a recent item in the International Review of Research in Open and Distance Learning (IRRODL).

Brett Drushal Taylor, Delores E. McNair

Abstract

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California virtual schools in traditional school districts.  An analysis of the findings revealed that sites perceived the establishing founder, preliminary research, district support, teacher and staff selection, financial evaluation, and curriculum decisions as keys to the founding process.  The analysis also led to surprising conclusions, including the need for virtual schools to constantly change and adapt and the focus in this study of organizations over technology.  The findings have implications for traditional districts starting virtual schools. The study also indicates that changes in policy could reduce the need for organizational adaptation among virtual schools in traditional school districts.

Keywords

virtual school, K-12 online learning, organizational structure, traditional public school districts, foundational processes

Full Text:

HTML MP3 PDF EPUB

DOI: http://dx.doi.org/10.19173/irrodl.v19i1.3205

As I have chatted with some of my colleagues about this article and expressed my concerns about the article, so I thought I would take some time to write some notes on this piece.

Let me begin by saying that I am surprised and disappointed that this article was published by the IRRODLIRRODL is a well received, well respected, and relatively high impact journal (at least compared to other distance education journals).  The fact that an article that was this weak and had this many fundamental flaws was published was disappointing – and I know I’m using this term a second time, but I can’t think of another to reflect how I feel about this.  I’m disappointed because while there is a growing literature based related to K-12 distance, online, and blended learning; there is still a limited literature based (particularly literature based on empirical research).  Due to this situation, at least in my opinion, there is an onus on us as researchers to ensure that what is published builds upon the existing knowledge base, is quality research, and situates the work within the larger field.  This piece fails on all three of these purposes.

For example, there are numerous problems with the literature review. First, there isn’t really a literature review – it is just kind of an extension of the introduction section.  Second, what they do have there is just a summary of the literature, where each piece of literature is presented with the same veracity – regardless of the quality or source of the literature. A literature review is designed to be a synthesis and critique of the literature.  Third, the field of K-12 online learning is an ever changing field, yet with the exception of one citation from the 2015 Keeping Pace report, all of the literature that the authors have used are 7+ years old. This is just not acceptable in any technology-based area, but particularly with cyber schools (where most of the literature has been published in recent years).  Fourth, the authors have little concept of the terminology that is dominantly used in the literature. K-12 online learning, virtual schooling, and cyber schooling – at least within the academic literature – are generally not seen as the same. K-12 online learning is generally used to refer to the larger field. Virtual schooling tends to refer to supplemental forms of K-12 online learning, while cyber schooling is often used to refer to full-time forms of K-12 online learning. The authors have conducted a study of cyber schools, yet much of the literature that the authors have used are focused on virtual schooling (minus the Keeping Pace reports).  This issue alone is a fatal flaw in this article, as it fails to adequately situate the study in the larger body of what is known in the literature (and thus fails to build upon what is already known).

Further, the methodology section should be written to a level of detail that a reader could replicate the study.  In this study, there is a brief paragraph about the fact that this is a case study – and a single, predictable citation.  This is followed by a single sentence to describe what appear to be three different data collection methods (e.g., “Data were collected through document analysis, interviews, and observations.”).  Then two sentence to describe what appears to be three phases of data analysis and two types of coding (e.g., “The data collection followed specific protocol pertaining to three phases of each school’s history: the foundational phase, the adaptation phase, and the current phase.  Data were analyzed through a double coding cycle utilizing descriptive and pattern coding.”).  Finally, a single sentence that describes two different methods to ensure the reliability and validity of the study (e.g., “The findings were validated through triangulation and member checking.”).  Based on these four sentences, I would argue that no individual would be able to replicate this study to any degree of validity at all!

Finally, the authors have a section titled “Findings and Discussion,” but the actual section is basically only a Results section. The purpose of a Discussion section is to discuss what was found in light of what was already known. To put it another way, how do the findings jive with the existing literature. Implicit in this purpose is that there would be specific references in the discussion section to relevant literature that has already been synthesized and critiqued in the literature review. In this article, the authors have a single statement that has two citations – and one of those citations isn’t even included in the literature review.  This is the sum total of their attempts to situate this study within the existing body of knowledge related to K-12 online learning.

I wanted to take the time to discuss this article – and its significant deficiencies that I believe should have prevented it from being published – because as an emerging and developing field of scholarship the publication of bad research hurts the field.  Over the past couple of months I came across an article entitled “The science that’s never been cited: Nature investigates how many papers really end up without a single citation.”  It was an interesting piece that actually tied into, or at least got me thinking about, another project that I had been working on with a group of doctoral students at a colleague’s institution (and this other project was looking at all of the journal articles that were published in the field from 1994 to 2016).  Given the fact that this article fails to build upon the existing knowledge base and fails to situate their work within the larger field, how useful is this article to the field – particularly for folks that don’t know our field well enough to do those things on their own.  As scholars in this field, and in particular as individuals who review for many of these general distance education journals, what is our responsibility to help be gatekeepers against this poor quality research?

February 27, 2018

Article Notice – Virtual School Startups: Founder Processes in American K-12 Public Virtual Schools

Yesterday I posted IRRODL Volume 19, Issue 1, which contained the following article:

Brett Drushal Taylor, Delores E. McNair

Abstract

Traditional school districts do not have a lot of experience with virtual schools and have lost students to state and charter virtual schools. To retain students and offer alternative learning opportunities, more public districts are starting their own virtual schools. This study was an examination of foundational processes at three California virtual schools in traditional school districts.  An analysis of the findings revealed that sites perceived the establishing founder, preliminary research, district support, teacher and staff selection, financial evaluation, and curriculum decisions as keys to the founding process.  The analysis also led to surprising conclusions, including the need for virtual schools to constantly change and adapt and the focus in this study of organizations over technology.  The findings have implications for traditional districts starting virtual schools. The study also indicates that changes in policy could reduce the need for organizational adaptation among virtual schools in traditional school districts.

Keywords

virtual school, K-12 online learning, organizational structure, traditional public school districts, foundational processes

Full Text:

HTML MP3 PDF EPUB

DOI: http://dx.doi.org/10.19173/irrodl.v19i1.3205

February 26, 2018

IRRODL Volume 19, Issue 1

See this notice from the International Review of Research in Open and Distance Learning and the article focused on K-12 online learning.

IRRODL Issue 19(1)
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Hello IRRODL Readers,

Welcome to IRRODL in 2018! We are delighted to offer you this issue with articles on learner support, K-12, educational videos, MOOCs, and other subjects in our field.

Rory

Vol 19, No 1 (2018)

Table of Contents

Editorial

Editorial – Volume 19, Issue 1
Rory McGreal

Research Articles

Jui-Hung Chang, Po-Sheng Chiu, Yueh-Min Huang
Serpil Kocdar, Abdulkadir Karadeniz, Aras Bozkurt, Koksal Buyuk
Zhijun Wang, Terry Anderson, Li Chen
Jamie Costley, Christopher Lange
Hsiu-Mei Huang, Shu-Sheng Liaw
Michael Paskevicius, George Veletsianos, Royce Kimmons
Kennedy Hadullo, Robert Oboko, Elijah Omwenga
Judit T Nagy
Rebecca Yvonne Bayeck, Jinhee Choi
Raniah Adham, Pat Parslow, Yota Dimitriadi, Karsten Øster Lundqvist
Ahmad Samed Al-Adwan, Amr Al-Madadha, Zahra Zvirzdinaite
Olaf Zawacki-Richter, Aras Bozkurt, Uthman Alturki, Ahmed Aldraiweesh
Joy Fraser, Dorothy (Willy) Fahlman, Jane Arscott, Isabelle Guillot
Jingjing Lin, Lorenzo Cantoni
Konstantinos Chorianopoulos
Brett Drushal Taylor, Delores E. McNair

Field Notes

Hakan Özcan, Soner Yıldırım

Book Notes

The Sage Handbook of E-learning Research (2nd ed.)
Lauren Cifuentes

Full Issue

IRRODL Volume 19, Number 1
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