Virtual School Meanderings

January 17, 2020

Article Notice – Cyber Schooling And The Accumulation Of School Time

This article came across my electronic desk this past week.

Pedagogy, Culture & Society
Volume 27, 2019 – Issue 3
Pages 325-341 | Published online: 02 Jul 2018

Full-time virtual schools problematize what it means to ‘attend’ school. Is it the length of time a child is logged on to the school’s software system (regardless of the amount of work done), or the amount of work submitted (regardless of the log-on time)? How should one figure the amount of work teachers are doing when students work by themselves at home? Using data from documents and from interviews with 22 teachers from 10 full-time virtual schools in the U.S., this article examines schools as economies of institutional time, animated through two circuits of ‘temporal accumulation’: one producing students’ individual academic records, a second tracking the quantity of time schools spend working with students. Cyber schooling reconfigures these circuits and their interlinkages, with implications for school funding, student certification, and teachers’ work.

KEYWORDS: Timevirtual schoolingfundingattendanceaccountability

January 12, 2020

[IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning

See the announcement of this latest issue.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.


IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

No K-12 distance, online, and/or blended learning items from the table of contents below.

Vol 21 No 1 (2020) [FULL ISSUE]


Research Notes

Literature Reviews

Notes From the Field

Book Notes

January 8, 2020

Article Notice: High School Students’ Perceptions Of Traditional And Online Health And Physical Education Courses

Notice of this article came across my electronic desk via one of my open scholarship networks.

High School Students’ Perceptions of Traditional and Online Health and Physical Education Courses

January 2020 / Journal of School Health

  • Leslie Williams
  • Mary Martinasek
  • Katie Carone
  • Steve Sanders

Abstract – High school students have few physical education (PE) and health requirements for graduation. Twenty‐first century students have choices to take their PE and health courses in the traditional face‐to‐face (F2F) setting or online through accredited virtual schools. The purpose of this inquiry was to examine differences in high school students’ perceptions and experiences in traditional versus online PE and health‐related courses. This cross‐sectional study utilized mixed methods through survey distribution. Participants included 506 students from traditional F2F high school health and PE classes and 355 students finishing an online course from an accredited online academy. The online education setting was found to be statistically significantly more favorable for students in terms of the feedback and responsiveness of the teacher, understanding and interest of the content and perceived positive health changes during the course. However, the qualitative findings on student perceptions were relatively consistent between both the online and F2F classes. The results indicate that students’ positive perceptions in an online high school class may equal or surpass those in a traditional F2F format. Increasingly, youth are exhibiting enhanced capacity for online‐based coursework. Physical education classes have traditionally been F2F, but warrant further consideration as an online platform.

January 7, 2020

[REPOST] In Conversation with Stephen Hurley: Michael Barbour & Randy LaBonte – Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario

This entry was originally posted on the State of the Nation: K-12 e-Learning in Canada website.

Earlier this week Stephen Hurley, as a part of his VoiceEd Radio show “In Conversation,” had a conversation with Michael Barbour and Randy LaBonte about the recent article published in the International Journal of E-Learning & Distance Education about the announced changes in e-learning in Ontario.

The session was described as:

Randy LaBonté is the CEO The Canadian eLearning Network (CANeLearn), a Canadian registered not-for-profit society with a vision to be the leading voice in Canada for learner success in K-12 online and blended learning.

Michael Barbour is Associate Professor of Instructional Design for the College of Education and Health Services at Touro University California in Vallejo, CA

Together, Randy and Michael have co-authored a paper , “Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario”. The article appears in the International Journal of E-Learning & Distance Education and can be accessed here:

You can access the episode directly at:


January 6, 2020

Article Notice – Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario

Readers should note that this article is one of my own.  It was originally announced on on the State of the Nation: K-12 e-Learning in Canada website.

Michael K Barbour, Randy LaBonte

International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance

Vol 34, No 2 (2019)

Abstract: Only weeks before the 2019 annual meeting of the American Education Research Association (AERA) was held in Toronto, Ontario, the provincial government announced a major reform of education for that province entitled Education that Works for You – Modernizing Classrooms. From an e-learning perspective the proposal called for a centralization of e-learning, a graduation requirement of four e-learning courses, and increase the class size limit for e-learning courses to 35 students. The AERA call for submissions for the 2020 meeting issued a challenge for scholars to ‘connect with organizational leaders to examine collaboratively continuing educational problems… [and] programmatically engaging with educational organizations.’  This article accepts that challenge and describes a collaboration between scholars and a pan-Canadian organization to examine the research behind each of these proposed e-learning changes.

Keywords: K-12 Online Learning, K-12 e-Learning, K-12 blended learning, Ontario

Résumé : Quelques semaines seulement avant la tenue de l’assemblée annuelle 2019 de l’American Education Research Association (AERA) à Toronto, en Ontario, le gouvernement provincial a annoncé une importante réforme de l’éducation pour cette province intitulée « L’éducation qui marche pour vous – Moderniser les classes ». Du point de vue de l’apprentissage en ligne, la proposition préconisait la centralisation de l’apprentissage en ligne, l’obligation d’obtenir un diplôme pour quatre cours d’apprentissage en ligne et l’augmentation de la taille maximale des classes pour les cours d’apprentissage en ligne à 35 étudiants. L’appel à soumissions de l’AERA pour la rencontre de 2020 a lancé aux chercheurs le défi de ” se connecter avec les leaders organisationnels pour examiner de manière collaborative les problèmes éducatifs continus…. et] s’engager de manière programmatique avec les organisations éducatives.  Le présent article relève ce défi et décrit une collaboration entre des chercheurs et un organisme pancanadien pour examiner la recherche qui sous-tend chacun des changements proposés concernant l’apprentissage en ligne. En se fondant sur cette collaboration, les auteurs explorent le système actuel d’apprentissage en ligne en Ontario et soulignent le manque de détails concernant de nombreux aspects de la proposition, ainsi que le manque de recherche sous-tendant les mesures proposées.

Mots-clés : surveillance en ligne, apprentissage, test d’anxiété, inquiétude, émotivité



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