These New Articles For Distance Education Are Available Online

Note the earlier access to this K-12 online learning article that will be coming out in the new year.  In the interest of full disclosure, I am one of the authors.

The online platform for Taylor & Francis Online content New for Distance Education and online now on Taylor & Francis Online: ArticlesK-12 online learning journal articles: trends from two decades of scholarship Karen T. Arnesen, Joshua Hveem, Cecil R. Short, Richard E. West & Michael K. Barbour Pages: 1-22 | DOI: 10.1080/01587919.2018.1553566 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. ReplyForward

Article Notice – Preparing Social Studies Teachers And Librarians For Blended Teaching

This was referenced earlier in the week through a couple of my open scholarship networks.

Preparing Social Studies Teachers and Librarians for Blended Teaching

by Mark Stevens, George Mason University; Jered Borup, George Mason University; & Michael K. Barbour, Touro University, California

Abstract

Blended learning has grown rapidly in K-12 schools and is commonly seen as a potential vehicle to make learning more student centered by providing students with some level of control over their learning pace and path. As a result, blended learning is most likely to have a transformative effect when it is paired with constructivist learning strategies, such as guided inquiry, that emphasize student choice. In the research described in this paper, the authors examined one school district’s year-long professional development efforts to prepare social studies teachers and school librarians to design and facilitate blended learning units. They conducted 11 interviews with six participants and two focus groups with seven participants. Based on their analysis of the interview and focus group transcripts, they found that the professional development was effective at improving participants’ blended teaching knowledge, skills, and perceptions. Participants valued the facilitators’ feedback and modeling. They also found their interactions and collaborations with other participants to be valuable when attempting to apply their learning to their classrooms. Actually facilitating units with their own students resulted in the largest impact on their perceptions of blended learning.

Article Notice – Exploring The Impact Of Small-Group Synchronous Discourse Sessions In Online Math Learning

I also noticed that this K-12 online learning article was in the same issue.

Exploring the Impact of Small-group Synchronous Discourse Sessions in Online Math Learning

Jinnie Choi, Alyssa Walters

Abstract

Students in a fully-online learning environment have limited access to opportunities to talk about math problem solving. While discourse is a promising pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully-online virtual elementary schools in the United States to address the following research questions: (a) Is participating in math discourse about reasoning and problem-solving related to students’ confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The results showed that (a) repeated participation in the discourse sessions in a course was not directly related with changes in confidence, self-efficacy toward math, and math mindset, and (b) higher numbers of sessions that students participated in was associated with higher performance in final math course score and state assessment results, after controlling for prior performance and confidence, self-efficacy and mindset scores.

Keywords

math discourse; mathematics instruction; online learning

Full Text:

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Article Notice – Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning For Students With Disabilities

This article was referenced in one of the open scholarship alerts yesterday.

Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning for Students with Disabilities

Mary Frances Rice

 

Abstract

As more students with disabilities in K-12 settings enroll in online courses, virtual schools and programs are working make courses accessible through stronger course design. When course designers approach the issue of accessibility, they must comply with legal requirements and mitigate the challenges many students with disabilities face for literacy and learning. These challenges include less well-developed content vocabulary and background knowledge, as well as inefficient skills and strategies for engaging with and comprehending online text. This study describes phenomenological research where course designers worked to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Four strategies for promoting accessibility emerged as findings: (1) composing clear articulations of learning outcomes; (2) promoting personalized and contextualized learning, and; (3) planning for visual and audio representation of concepts. However, course designers may need additional support for addressing the interplay between literacies that promote access and accessibility features that promote literacies.

Keywords

K12 online course design, collaborative online course design, instructional design for students with disabilities, course design literacies, accessibility in online courses

Full Text:

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Distance Education, Volume 39, Issue 4, November 2018 Is Now Available Online On Taylor & Francis Online

There aren’t any K-12 distance, online, and/or blended learning items in this issue.

The online platform for Taylor & Francis Online content Distance Education, Volume 39, Issue 4, November 2018 is now available online on Taylor & Francis Online. This new issue contains the following articles: EditorialRecalibrating existing choreographies for open and flexible learning Som Naidu Pages: 437-440 | DOI: 10.1080/01587919.2018.1525279 Original ArticlesAn exploratory literature review on open educational practices Suzan Koseoglu & Aras Bozkurt Pages: 441-461 | DOI: 10.1080/01587919.2018.1520042 Temporal flexibility in the digital university: full-time, part-time, flexitime Philippa Sheail Pages: 462-479 | DOI: 10.1080/01587919.2018.1520039 The experience of international postgraduate students on a distance-learning programme Roger A Harrison, Annie Harrison, Christine Robinson & Barbara Rawlings Pages: 480-494 | DOI: 10.1080/01587919.2018.1520038 A trend analysis of opportunities and challenges of open and distance learning provision in dual-mode institutions Bogadi Nage-Sibande & Bantu Lulu Morolong Pages: 495-510 | DOI: 10.1080/01587919.2018.1457951 ArticlesInstitutional mapping of open educational practices beyond use of Open Educational Resources Fabio Nascimbeni, Daniel Burgos, Lorna M. Campbell & Anita Tabacco Pages: 511-527 | DOI: 10.1080/01587919.2018.1520040 Original ArticlesSelf-regulation of the use of digital resources in an online language learning course improves learning outcomes Christopher D. Hromalik & Tiffany A. Koszalka Pages: 528-547 | DOI: 10.1080/01587919.2018.1520044 Evaluating alignment of student and tutor perspectives on feedback on language learning assignments María Fernández-Toro & Concha Furnborough Pages: 548-567 | DOI: 10.1080/01587919.2018.1520043 Instructor and student perceptions of online student engagement strategies Doris U. Bolliger & Florence Martin Pages: 568-583 | DOI: 10.1080/01587919.2018.1520041 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.