Virtual School Meanderings

March 19, 2019

Early Bird Registration Extended

Note this extension from yesterday’s inbox.

Like us on FacebookLearn MoreFollow us on Twitter

Early Bird Registration Extended!

 
Our conference schedule has also been published, please visit the conference website for additional details
Check out our latest blog:
 A ‘Must Hear’ Keynote! – https://usdla.org/resources/blog/
A BIG shout out to our 2019 Conference Sponsors!
Sponsors
American Telemedicine Program
BlackBoard
Ecree
PlayPosit
Proctorio
Room Ready
Verbit.ai

 

Exhibitors

Discover Video

EMSI

Go React

Wiris

 

Friends of the Conference

Tarrant County College

Interested in being a Sponsor or Exhibitor for the 2019 USDLA Conference, please contact Ken Conn at kconn@usdla.org or 832.980.8002.
Orange
About United States Distance Learning Association (USDLA)
The United States Distance Learning Association (USDLA) is a non-profit association formed in 1987 and is located in Washington, DC. The association reaches 20,000 people globally with sponsors and members operating in and influencing 46% of the $913 billion dollar U.S. education and training market. USDLA promotes the development and application of distance learning for education and training and serves the needs of the distance learning community by providing advocacy, information, networking and opportunity. Distance learning and training constituencies served include pre-k-12 education, higher and continuing education, home schooling as well as business, corporate, military, government and telehealth markets. The USDLA trademarked logo is the recognized worldwide symbol of dedicated professionals committed to the distance learning industry. http://www.usdla.org 

Please forward this USDLA information to anyone interested. Subscriptions are available by clicking on the link below or visiting USDLA.org at no cost. You’re receiving this email because of your relationship with USDLA. Please continued your interest in receiving email from us.

Follow us on Twitter  View our profile on LinkedIn  Find us on Facebook
Send to a Colleague
United States Distance Learning Association (USDLA), 840 First Street, NE,3rd Floor, Washington, DC 20002

Distance-Educator.com Free e-Newsletter 3/18/19

A newsletter from yesterday’s inbox.

Distance-Educator.com Newsletter
MARCH 18, 2019 twitter.png facebook.png
Free Newsletter Subscriber
Become a Pro Supporter! In order to keep delivering highly curated content directly to your inbox, we need your help! Pro Supporters get A WEEKLY curated email (sent every Monday morning), includes:

  • Featured Article of the Week, Research Based Articles of the Week, and our famous “In The News” section
  • Monthly abstracts summarizing relevant industry research
  • Access to private email address to request special coverage & research topics
  • Include your company logo on the Distance-Educator.com homepage
  • Supporting a small, tight-knight industry team of researchers and techies
Support & Subscribe
FEATURED ARTICLE OF THE WEEK
Top_Head_03-16-2019-590x300.png
Download Report

Projection of Education Statistics to 2027 This edition of Projections of Education Statistics provides projections for key education statistics, including enrollment, graduates, teachers, and expenditures in elementary and secondary public and private schools, as well as enrollment and degrees conferred at degree-granting postsecondary institutions. Included are national data on enrollment and graduates for at least […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
RESEARCH-BASED ARTICLES OF THE WEEK
text_Video_Interaction-280x200.png
The Impact of Text-Based and Video Discussions on Student Engagement and Interactivity in an Online Course

Learning in an online classroom can be optimized when teaching methods focus on student engagement with course content and student-student interactivity. Social learning is a challenge in any online learning environment, but it is realistic with the appropriate selection of discussion modalities. Text-based discussions have been traditionally used, but is this the most effective format […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Design_02-280x200.png
Planning the Development and Maintenance of Online Distance Learning Courses

Development and maintenance of online distance learning Masters courses in a higher education institute Medical School Graduate School involves the interaction of an e-learning team with subject specialists, all of whom are time poor. To allow course development to proceed smoothly it must be a managed process. Challenges were revealed during an ethnography of the […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
learner_Student_Online_Computer-280x200.png
Online Learning: Examination of Attributes that Promote Student Satisfaction

The purposes of this study were to examine students’ satisfaction with online learning and identify attributes that contribute to humanizing the online classroom. A total of 228 students participated in the study, which attempted to determine whether students perceived a social presence in the online course as a result of a variety of communication tools […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Globe_01_01.jpg
Teachers’ First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness

Two cohorts of teachers recently participated in a professional development program focused on incorporating global perspectives and activities into K-12 classrooms using contemporary technologies. One part of this program requires teachers to plan and carry out a global project with an international classroom as a means to introduce them to a host country’s education system […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Feedback_Arrows.png
A causal loop approach to uncover interrelationship of student online interaction and engagement and their contributing factors

Advances in technology reinforce the imperative to obtain further insight into the factors that impact online interaction in online environments. Even though past researchers have extracted factors impacting student online interaction and engagement, there is a lack of research that uncovers the dynamics of these relationships and investigates the impact of a comprehensive set of […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Cyber_U_Korea-280x200.png
Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
IN THE NEWS
Symposium-280x200.png
REGISTER NOW FOR CHIEF LEARNING OFFICER SYMPOSIUM

Last Chance to Claim Your USDLA Discount Time is running out for you to take advantage of the discount USDLA has negotiated for you. Finalize your plans now to join the industry’s most committed, cohesive and close-knit community of senior learning leaders at this event. This is where connections are built that last a career. […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
U_of_Maryland_UC-280x200.png
UMUC 2.0

The online university will become University of Maryland Global Campus and spend $500 million to grow nationally, while some in the Maryland system mull whether the university could help run online programs for other campuses. Inside Higher Ed

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Virtual_School_Learner-280x200.png
Collaborating to Offer Access for California Students Online

Two online initiatives in California—the CSU’s Cal State Online and the CCC’s Online Education Initiative—collaborated to focus on the shared interests of students from both segments by accelerating completion through summer courses. EDUCAUSE Review

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Video_Conference_Virtual_Trip-280x200.png
Virtual exchanges promise study-abroad experience for the masses

US universities that seek the benefits of study-abroad programmes without the forbidding costs are increasingly turning to “virtual” foreign exchanges involving individual students and entire classrooms. Although the underlying idea is not new, improvements in technology and a growing recognition of the value of virtual exchanges have fuelled adoption across US campuses in just the past year […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Arizona_State_U.png
Arizona State Virtual Field Trips Deliver Interactive Exploration

While birds chitter in the background, a group of students sit in their beach chairs at a beach camp set up near the Nankoweap Granaries, trying to pay attention as their professor gives them an introduction to the geology of that most remarkable of natural formations, the Grand Canyon. Campus Technology

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
EDEN_Logo.jpg
Watch the Webinar: 2019 The story of the Open University in Europe and the world

The Open University has a long tradition and this webinar brings together four distinguished speakers who will share their reflections on following questions: What makes the Open University unique from other universities? What major challenges have open universities faced over the past 10-years? To what extent is the Open University still relevant in the digital-era? […]

Keep Reading

Share this article: twitter-inverse.png facebook-inverse.png
Benefits of a Pro Supporter
2x.jpg
2x More Newsletters
monthly-abstracts.jpg
Monthly Abstracts
archived-content.jpg
Archived Content
Support & Subscribe
Distance-Educator.com · 6977 Navajo Road · #167 · San Diego, CA 92119 · USA

SITE 2019 – Reciprocal Teaching And Padlet: Writing About Reading With Slovakian Students Learning English

The tenth session, and final session today, focused on K-12 distance, online and/or blended learning of SITE 2019  that I am blogging is:

Reciprocal Teaching and Padlet: Writing about Reading with Slovakian Students Learning English

ID: 54560Type: Roundtable
  1. Victoria Seeger, Northwest Missouri State University, United States
  2. Sara Worsfold, Currently working at a school in Cambodia., United States

Tuesday, March 19 4:15 PM-5:15 PM

No presider for this session.

In a year-long case study, Sara Worsfold used Reciprocal Teaching Strategy (RTS) and Padlet to engage Slovakian high school students and focus on comprehension of English through speaking, reading, and writing. RTS is a research based, highly effective, strategy encouraging students to participate at a higher level of thinking. It is aimed at increasing students’ overall comprehension of the text being read but challenging the reader to construct deeper inferences, arguments and ideas. When students used the strategy while reading a text, they had multiple opportunities to work independently in becoming more metacognitively aware while leaning on peers to challenge thinking and clarify any confusing parts. Padlet worked well for short written responses and assisted English learners in viewing writing as less threatening while we, as facilitators, could respond to their writing with probing questions, praise points and teach points. Padlet was introduced to the students to assist them in using written English skills about RTS roles, comprehension of text, vocabulary, and goal-setting as readers and speakers. Because Padlet lends itself well to shorter responses, the Slovakian students viewed the writing as less threatening while we, as facilitators, could respond to their writing with probing questions, praise points and teach points. Multiple examples of students’ responses will be shared along with analyses of the data resulting from the study.

Topics

This session was more technology integration session than a K-12 online learning session.  This study was focused around Sara’s Fulbright time in Slovakia (and she was actually joining us from Cambodia), and she began by telling us a bit about the K-12 school system in Slovakia.  Apparently the nature of reciprocal teaching ran counter to the experience that most students had in the school system up to that point.  The decision to actually implement reciprocal teaching was because of a lack of student engagement that Sara was experiencing.  Additionally, as the students did not want to work in small groups, Sara decided to incorporate some form of technology.  And since the students also did not want to write in English, she chose Padlet as her tool.

Next, Victoria showed us some examples of the specific Padlets were used so that we could see how they were doing.

Then Sara discussed a bit about how students assumed some of the specific roles under reciprocal teaching: summariser, questioner, clarifier and predictor.  The students seemed to like the questioner role most, as they saw it as the leadership role – even if reciprocal teaching doesn’t have a hierarchy of roles.  The survey data showed that the students thought that they were better questioners than they actually were, and this was the role that showed the most student growth.

Interestingly, with respect to the predictor role was that students were analyzing  their own predictions as the course progressed, often refining their predictions or assessing the quality of the predictions that they made.

The clarifier role was the most difficult for the students, and the one they struggled with the most.

In terms of the summariser role, the students often used writing conventions such as bulleting or numbering their summarized points.  It was a skill that many already possessed.  They were quite strategic about the process, often looking for key vocabulary words for their main points.

SITE 2019 – Revisiting The Adolescent Community Of Engagement Framework

The ninth session focused on K-12 distance, online and/or blended learning of SITE 2019  that I am blogging is:

Revisiting the Adolescent Community of Engagement Framework

ID: 54556Type: Roundtable
  1. Jered Borup, George Mason University, United States
  2. Charles R. Graham, Brigham Young University, United States
  3. Leanna Archambault, Arizona State University, United States

Tuesday, March 19 3:00 PM-4:00 PM

No presider for this session.

K-12 online learning research has grown but the field still lacks widely accepted frameworks that can help to focus the field on those factors most likely to promote student success. Using existing K-12 online learning research, frameworks created for online learning in higher education, and frameworks for parental involvement in brick-and-mortar settings, Authors (2014) developed the Adolescent Community of Engagement (ACE) framework to describe ways that teachers, parents, and students’ peers support and foster online students’ affective, behavioral, and cognitive engagement. The authors then began applying the framework to case studies at a charter cyber school, independent study online program, and a supplemental online program that provided students with an online teacher and on-site facilitator. Those case studies helped to better understand the engagement indicators originally included in the framework and identify indicators that were originally overlooked. Furthermore, some of the indicators originally included in the framework did not appear to actually make meaningful impacts on student engagement. As a result, we are now in the process of revising the framework and will share and discuss the revisions with those who attend the round table.

Topic

This was a roundtable session focused on the Adolescent Community of Engagement (ACE) framework – see https://sites.google.com/site/jeredborup/research-statement for how Jered describes the framework and the specific studies that have helped develop it.  Jered began the session by asking the participants around the table about what is a framework and how we use it or use it with our students.

Jered then used a couple of examples (e.g., Moore’s 1989 framework for interaction or the Communities of Inquiry framework) as a way to provoke discussion around the role of frameworks, their strengths, and their limitations; as well as to provide some contextual background as to how the ACE framework came about (see Borup, West, Graham, & Davies, 2014).  He then transitioned to describing some of the studies that help outline and refine the framework (and these studies are listed in his research statement that I linked above).

Jered did provide a hand-out about the new or revised framework (see images below).

 

 

The remainder of the session was discussing the revised framework.  Some of the issues that came up included defining the actors who or actions that fell under the “course community” and the “personal community” – including some that even the presenters conflicted on (e.g., peers, facilitators, several school-based personal in fact).  There were also discussions around around the independent engagement variable, and defining it as development or autonomy (i.e., self-regulation and self-efficacy were also terms used).

The next important step, beyond refining the framework through qualitative work, would be the development of an instrument to measure some of these variables.

References

Borup, J., West, R. E., Graham, C. R., & Davies, R. (2014). The adolescent community of engagement framework: A lens for research on K-12 online learning. Journal of Technology and Teacher Education, 22, 107-129.

 

SITE 2019 – A Descriptive Study Of Schools That Offer Supplemental Online Courses In High School And The Students That Take Them

The eighth session focused on K-12 distance, online and/or blended learning of SITE 2019  that I am blogging is:

A descriptive study of schools that offer supplemental online courses in high school and the students that take them

ID: 53949Type: Brief Paper
  1. Jacqueline Zweig, Erin Stafford, and Camille Lemieux, Education Development Center (EDC), United States

Tuesday, March 19 2:25-2:45 PM

No presider for this session.

While there is landscape information about specific states and regions, there are few national estimates of the number of high school students taking supplemental online courses for credit. Further, there is a lack of information about the characteristics of schools that offer these courses and the characteristics of the students who take them for credit. This study fills this gap in the literature by providing information gathered through the National Assessment of Educational Progress (NAEP) school and student questionnaires. The findings indicate that the majority of schools offered online courses in 2015 with 63% of schools offering online courses in mathematics and 69% offering online English or language arts courses. Further, 12% of 12th grade students took an online mathematics course for credit and 19% took an online English course for credit. This brief paper presentation will focus on the important differences in the characteristics of students who took and did not take an online course. The findings suggest that it is critical for schools to have appropriate support structures for students enrolled in online courses and that teacher preparation programs consider the training that they are providing to prospective teachers about how to teach online courses in these subjects.

Topics

Jacqueline began by talking about problematic nature of K-12 online learning participation data.  Their study focused on the NAEP data, as they do ask about online learning according to Jacqueline.  There are two surveys that make up the NAEP data: one that is given to schools and one that is given to up to 60 students in each school.

In terms of the findings…

  • 63% of schools offered an online course in math
  • 68% of schools offered an online course in English language arts

In terms of the schools, they were quite similar.  Jacqueline noted that a smaller percentage of schools in the northeast offered online courses.

Here are some of the slides that were too detailed to type, but I wanted to share the results Jacqueline presented.

Interestingly, 10% of students that took an online mathematics course or an online English language arts course did not have Internet at home.

 

« Previous PageNext Page »

Blog at WordPress.com.