Virtual School Meanderings

August 6, 2018

Article Notice – Comparing K-12 Online And Blended Teaching Competencies: A Literature Review

As you might imagine, with two guest blog entries to begin the week we do have a bit of a backlog.  Anyway…

On Friday this past week, I posted an entry entitled Distance Education, Volume 39, Issue 3, August 2018 is now available online on Taylor & Francis Online that included the following article focused on K-12 distance, online, and blended learning.

Journal

Distance Education 

Volume 39, 2018 – Issue 3

Reviews

Comparing K-12 online and blended teaching competencies: a literature review

Pages 411-432 | Received 06 Sep 2017, Accepted 11 May 2018, Published online: 27 May 2018

This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum.

Additional information

Author information

Emily Pulham

Emily Pulham is a PhD student at Brigham Young University, who studies K-12 blended learning, educational philosophy, and technology integration. She also consults faculty on blended teaching solutions. You can see some of her work at: emilypulham.com

Charles R. Graham

Charles R. Graham is a professor at Brigham Young University, who studies technology-mediated teaching and learning, with a focus on the design and evaluation of blended and online learning environments. He also researches the use of technology to enhance traditional teaching and learning. His current research publications can be found online at: https://sites.google.com/site/charlesrgraham/

August 3, 2018

Distance Education, Volume 39, Issue 3, August 2018 Is Now Available Online On Taylor & Francis Online

Note the item by Emily Pulham and Charles Graham below.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Distance Education, Volume 39, Issue 3, August 2018 is now available online on Taylor & Francis Online.

This new issue contains the following articles:

Original ArticlesEditorial: to interact or not to interact is NOT the question!
Som Naidu Executive Editor
Pages: 277-280 | DOI: 10.1080/01587919.2018.1483715Investigating students’ perceptions of instructional strategies to establish social presence
Patrick R. Lowenthal & Joanna C. Dunlap
Pages: 281-298 | DOI: 10.1080/01587919.2018.1476844Online student perceptions of engagement, transactional distance, and outcomes
Doris U. Bolliger & Colleen Halupa
Pages: 299-316 | DOI: 10.1080/01587919.2018.1476845

Development of a scale of Sense of Community in university online courses
Giulia Balboni, Vittore Perrucci, Stefano Cacciamani & Bruno D. Zumbo
Pages: 317-333 | DOI: 10.1080/01587919.2018.1476843

Using Facebook groups to support social presence in online learning
Mete Akcaoglu & Eunbae Lee
Pages: 334-352 | DOI: 10.1080/01587919.2018.1476842

ArticleExploring the temporal dimension of forum participation in MOOCs
Hengtao Tang, Wanli Xing & Bo Pei
Pages: 353-372 | DOI: 10.1080/01587919.2018.1476841

Original ArticlesExamining direct and indirect effects of classroom procedural justice on online students’ willingness to talk
Renee Kaufmann & Nicholas T. Tatum
Pages: 373-389 | DOI: 10.1080/01587919.2018.1476838

“I learn for a job promotion!”: the role of outcome-focused career goals in motivating distance learners to learn
Clarence Ng
Pages: 390-410 | DOI: 10.1080/01587919.2018.1476839

ReviewsComparing K-12 online and blended teaching competencies: a literature review
Emily Pulham & Charles R. Graham
Pages: 411-432 | DOI: 10.1080/01587919.2018.1476840

Original ArticlesOpen and distance non-formal education in developing countries
David Murphy
Pages: 433-434 | DOI: 10.1080/01587919.2018.1478223

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.

July 13, 2018

IRRODL Volume 19, Issue 3

I don’t believe that there are any K-12 distance, online, and/or blended learning items here.

IRRODL Issue 19(3)
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Dear IRRODL readers,

We are delighted to bring you the third issue of 2018, another very full issue of 15 articles and 2 notes.  IRRODL continues to enjoy both a huge global readership and a huge volume of submissions. Two more issues will complete this year’s offerings!   Thank you for your support.

Dianne

Vol 19, No 3 (2018)

Full Issue

View or download the full issue PDF

Table of Contents

Editorial

Editorial – Volume 19, Issue 3
Dianne Conrad

Research Articles

Patrick Lowenthal, Chareen Snelson, Ross Perkins
Yuan Wang, Ryan Baker
Oleksandra Poquet, Vitomir Kovanović, Pieter de Vries, Thieme Hennis, Srećko Joksimović, Dragan Gašević, Shane Dawson
Khe Foon Hew, Chen Qiao, Ying Tang
Arul Chib, Reidinar Juliane Wardoyo
Janani Ganapathi
Stacie L Mason, Royce Kimmons
Robert Schuwer, Ben Janssen
Adrian Stagg, Linh Nguyen, Carina Bossu, Helen Partridge, Johanna Funk, Kate Judith
Emine Cabı
Joshua Weidlich, Theo J. Bastiaens
Mamoona Arshad, Muhammad Shakaib Akram
Adéle Bezuidenhout
Colin Pilkington
Siza D Tumbo, Nicholaus Mwalukasa, Kadeghe G Fue, Malongo R. S. Mlozi, Ruth Haug, Camilius Sanga

Research Notes

Jennifer Barker, Ken Jeffery, Rajiv Sunil Jhangiani, George Veletsianos
Emmanuel Béché
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Canada

June 7, 2018

Open Learning: The Journal Of Open, Distance And e-Learning, Volume 33, Issue 2, June 2018 Is Now Available Online On Taylor & Francis Online

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

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Open Learning: The Journal of Open, Distance and e-Learning, Volume 33, Issue 2, June 2018 is now available online on Taylor & Francis Online.

Innovative Practices Of Blended Learning

This new issue contains the following articles:

EditorialIntroductory editorial
Chris Douce
Pages: 79-79 | DOI: 10.1080/02680513.2018.1455580

Guest editorial: Innovative Practices of Blended Learning
Simon K. S. Cheung, Fu Lee Wang, Oliver Au & Youre Xie
Pages: 80-82 | DOI: 10.1080/02680513.2018.1455579

ArticlesE-learning courseware for language education in Japan: its application and student perceptions
Yoko Hirata
Pages: 83-98 | DOI: 10.1080/02680513.2018.1454833

Effects of mobile apps for nursing students: learning motivation, social interaction and study performance
Kam Cheong Li, Linda Yin-King Lee, Suet-Lai Wong, Ivy Sui-Yu Yau & Billy Tak-Ming Wong
Pages: 99-114 | DOI: 10.1080/02680513.2018.1454832

Examining interactive whiteboard-based instruction on the academic self-efficacy, academic press and achievement of college students
Yinghui Shi, Changling Peng, Harrison Hao Yang & Jason MacLeod
Pages: 115-130 | DOI: 10.1080/02680513.2018.1454829

Tourism and management study programme through blended learning: development and results
Ivana Simonova
Pages: 131-141 | DOI: 10.1080/02680513.2018.1454831

Psychodidactic approach in the development of language competences in university students within blended learning
Miloslava Cerna
Pages: 142-154 | DOI: 10.1080/02680513.2018.1454834

Cultivating better learning attitudes: a preliminary longitudinal study
Yan Keung Hui, Bo Mai, Sheng Qian & Lam For Kwok
Pages: 155-170 | DOI: 10.1080/02680513.2018.1454830

The American Journal of Distance EducationThe American Journal of Distance Education
Pages: 171-171 | DOI: 10.1080/02680513.2018.1467997

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.

June 6, 2018

[OLJ] New Online Learning Journal Issue Published

No K-12 distance, online, and/or blended learning items in this issue (and generally speaking there are never any in OLJ).

Dear Readers:

We recently published Issue 22:2 of Online Learning (OLJ).  This issue of
OLJ includes four articles from the National Research Center for Distance
Education and Technological Advancements (DETA) reporting on projects funded
under a grant from the U.S. Department of Education’s Fund for the
Improvement of Post-secondary Education (FIPSE).

The objective of the DETA Research Center is to advance student access and
success through evidence-based online learning practices and technologies
with an emphasis on assisting underrepresented individuals (e.g. Pell Grant
eligible, first-generation college, minorities, and students with
disabilities), through rigorous research.  This collection of articles
reflects that mission and was guest-edited by Dr. Tanya Joosten of the
University of Wisconsin Milwaukee, Co-Director of DETA.

This issue also includes 11 articles from our regular submission process.
These articles discuss a broad range of themes, including Massive Open
Online Courses (MOOCs), gamification, new approaches to online course
development, online discussion, and interaction. We also include a book
review in Section II of this issue.

Please read, discuss, and share these new studies and consider contributing
to the scholarly dialogue represented in OLJ.

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

Online Learning
Vol 22, No 2 (2018)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/63

Special Issue: National Research Center for Distance Education and
Technological Advancements (DETA)
——–
Introduction to Special Issue: National Research Center for Distance
Education and Technological Advancements (DETA)
Tanya Joosten
Do Student-Produced Videos Enhance Engagement and Learning in the Online
Environment
Denise Stanley, Jenny Zhang
Perceptions of the Persistent:  Engagement and Learning Community in
Underrepresented Populations
Wendy Athens
Exploring Best Practices for Online STEM Courses: Active Learning,
Interaction & Assessment Design
Baiyun Chen,    Kathleen Bastedo,       Wendy Howard
An Evaluation of Critical Thinking in Competency-Based and Traditional
Online Learning Environments
Matthew Mayeshiba,      Kay Jansen,     Lisa Mihlbauer

Section II
——–
Introduction to Section II
Peter Shea
Instructional Strategies that Respond to Global Learners’ Needs in
Massive Open Online Courses
Trang Phan
Small Groups in a Social Learning MOOC (slMOOC):  Strategies for Fostering
Learning and Knowledge Creation
Marianne Krasny,        Bryce DuBois,   Mechthild Adameit,      Ronnie Atiogbe, Lukman
Baih,   Tergel Bold-erdene,     Zahra Golshani, Rodrigo
González-González,      Ishmael Kimirei,        Yamme Leung,    Lo Shian-yun,   Yue Yao
Meaningful gamification and students’ motivation: A strategy for
scaffolding reading material
Lynette Tan
Online Course Design and Development among College and University
Instructors:  An Analysis using Grounded Theory
Sally J. Baldwin,       Yu-Hui Ching,   Norm Friesen
Students’ Perceptions of Quality Across Four Course Development Models
Victoria S. Brown,      David Lewis,    Mario Toussaint
Educators’ Preparation to Teach, Perceived Teaching Presence, and Perceived
Teaching Presence  Behaviors in Blended and Online Learning Environments
Lisa E Gurley, PhD, RN, CNE, COI
Out-of-School Reading and Literature Discussion: An Exploration of
Adolescents’ Participation in Digital Book Clubs
Jamie Colwell,  Lindsay Woodward,       Amy Hutchison
A Generalizable Framework for Multi-Scale Auditing of Digital Learning
Provision in Higher Education
Samuel Robert Peter-James Ross, Veronica Elizabeth Volz,        Matthew K
Lancaster,      Aysha Divan
Undergraduate Kinesiology Students’ Experiences in Online Motor
Development Course
Takahiro Sato,  Justin A. Haegele
The Impact of Program-Wide Discussion Board Grading Rubric on Student and
Faculty Satisfaction
Brinda Kay McKinney

Book Review
——–
Book review of Transactional Distance and Adaptive Learning
Susan Ko

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

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