Article Notice – Students Awareness And Utilization Of Educational Broadcasts To Learn In Ogbomoso, Oyo State

Again, I was reviewing the last year of issues for the Turkish Online Journal of Distance Education and I came across a couple of K-12 focused articles that I wanted to pass along.  The second…

Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State.

Charles Olubode OLUMORIN

Musiliu Adekola ADEROJU

Amos Ochayi ONOJAH

ABSTRACT
Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students’ use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.

KEYWORDS: Educational radio and television programs, Multichoice (DSTV), Startimes, educational broadcasts.

DOI : 10.17718/tojde.445122
[PDF]

Article Notice – Online Learning And High School Students: A Cultural Perspective

I was reviewing the last year of issues for the Turkish Online Journal of Distance Education and I came across a couple of K-12 focused articles that I wanted to pass along.  The first…

Online Learning and High School Students: A Cultural Perspective

Salih BARDAKCI

Omer ARSLAN

Yafes CAN

ABSTRACT
The purpose of this study is to investigate the insights of high school students regarding their online learning experiences in the margin of cultural considerations. The study was designed in a qualitative pattern. The data were collected through a questionnaire including eight open ended questions along with demographics. A total of 30 high school students enrolled in an online learning environment participated in this study. The findings revealed that the majority of the students benefited from online discussion activities, as well as posed numerous suggestions. They found it safe to express their opinions due to the feeling of peer and teacher presence. Students reported that one of the primary boundaries was the lack of self-confidence to share and the visibility of their postings by the others. When compared to in-classroom discussion activities, online discussions were found to be more flexible for sharing ideas freely without any pressure. Implications were discussed for further research.

KEYWORDS: Online learning, high school students, culture, qualitative study.

DOI : 10.17718/tojde.471909
[PDF]

Open Learning: The Journal Of Open, Distance And e-Learning, Volume 34, Issue 1, February 2019 Is Now Available Online On Taylor & Francis Online

No K-12 distance, online, and/or blended learning specific articles in this issue – but several articles that I know I will be reviewing personally.

The online platform for Taylor & Francis Online content Open Learning: The Journal of Open, Distance and e-Learning, Volume 34, Issue 1, February 2019 is now available online on Taylor & Francis Online. Innovations in STEM distance education This new issue contains the following articles: EditorialInnovations in STEM distance education Clem Herman & Diane Butler Pages: 1-5 | DOI: 10.1080/02680513.2018.1554477 ArticlesTouching creativity; a review and early pilot test of haptic tooling to support design practice, within a distance learning curriculum Lisa Jane Bowers Pages: 6-18 | DOI: 10.1080/02680513.2018.1545637 Sonification of numerical data for education Karen Vines, Chris Hughes, Laura Alexander, Carol Calvert, Chetz Colwell, Hilary Holmes, Claire Kotecki, Kaela Parks & Victoria Pearson Pages: 19-39 | DOI: 10.1080/02680513.2018.1553707 Using a blended learning approach to support women returning to STEM Clem Herman, Rosaria Gracia, Lesley Macniven, Bernie Clark & Geraldine Doyle Pages: 40-60 | DOI: 10.1080/02680513.2018.1554475 The impact of technology on the teaching and assessment of ‘systems’ diagrams in two online environmental management modules Andy Lane Pages: 61-77 | DOI: 10.1080/02680513.2017.1384377 Teaching web technologies: understanding the tutor’s perspective Chris Douce Pages: 78-88 | DOI: 10.1080/02680513.2018.1483226 The perceptions of STEM tutors on the role of tutorials in distance learning Anne Campbell, Anne-Marie Gallen, Mark H. Jones & Ann Walshe Pages: 89-102 | DOI: 10.1080/02680513.2018.1544488 Student feedback to improved retention: using a mixed-methods approach to extend specific feedback to a generalisable concept Carol Calvert & Rachel Hilliam Pages: 103-117 | DOI: 10.1080/02680513.2018.1552580 How do tutors use data to support their students? Steve Walker, Tom Olney, Carlton Wood, Anactoria Clarke & Moira Dunworth Pages: 118-133 | DOI: 10.1080/02680513.2018.1554476 The American Journal of Distance EducationThe American Journal of Distance Education Pages: 134-134 | DOI: 10.1080/02680513.2019.1563366 If you need any further help, please contact us at support@tandfonline.comPlease do not reply to this email. To ensure that you receive your alerts and information from Taylor & Francis Online, please add “alerts@tandfonline.com” and “info@tandfonline.com” to your safe senders list. Taylor & Francis, an Informa business. Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

Article Notice – Surveying The National Landscape Of Online Teacher Training In K-12 Teacher Preparation Programs

Similarly, I also don’t know how this came across my electronic desk near the end of last week, but it did.  I’m not sure if I have posted this before, but I figured twice wouldn’t be a problem if I had.

Surveying the National Landscape of Online Teacher Training in K-12 Teacher Preparation Programs

• April 2018

• DOI:
• 10.1080/21532974.2018.1498040

• Project:
• Surveying the National Landscape of Online Teacher Training in K-12 Teacher Preparation Programs

• Kevin J. Graziano
• Sarah Bryans-Bongey

Abstract

2018. Journal of Digital Learning in Teacher Education. DOI: 10.1080/21532974.2018.1498040. Online teaching and learning and the need for qualified online teachers are on the rise across the United States. Currently, the majority of teacher preparation programs do not formally prepare teacher candidates to teach online. The purpose of this study was to gain insight into the ways teacher preparation programs are responding to the increasing need for K-12 teachers to be proficient in online teaching. A web-based, national survey gathered data from 215 participants, mainly deans and associate deans. Participants recognized the need for online teaching, but reported there are too many state requirements from their traditional teacher preparation programs leaving limited or no room to incorporate new curriculum on online and blended teaching methods. While undergraduate teacher preparation programs have limited or no room for other courses or initiatives, deans of graduate programs were generally more likely to support the inclusion of graduate degrees, optional courses, and/or certificates that prepare teacher candidates to teach online. Implications for teacher education are discussed.

Article Notice – Synchronous Teaching Techniques From The Perspective And Observation Of Virtual High School Teachers: An Investigative Study

I don’t know how, but this came across my electronic desk near the end of last week.  I’m not sure if I have posted this before, but I figured twice wouldn’t be a problem if I had.

Synchronous Teaching Techniques From the Perspective and Observation of Virtual High School Teachers: An Investigative Study

• July 2018
• International journal of information and communication technology education: an official publication of the Information Resources Management Association 14(3):55-67

• DOI:
• 10.4018/IJICTE.2018070105

• Amy O’Brien
• Richard Fuller

Abstract

This article describes how there are specific tools and techniques used by teachers in synchronous live-virtual classroom environments. Those items were investigated in this article. Data was collected from semi-structured, one-on-one interviews conducted with a purposeful sample of twelve identified “highly-qualified” teachers at a cyber charter school in Pennsylvania that administered mandatory online synchronous class sessions. Additional data was collected through observations of each participant in their recorded archived “synchronous live” class sessions. The results of the study detailed the use of tools and techniques in regard to engagement, assessment and classroom management.