LearnTechLib Table of Contents Alert: IJEL 19:4

Another new issue table of contents alert.  The article below on building an online mathematics course may be of interest to readers of this space.

Dear Michael Barbour,

The latest issue of International Journal on E-Learning is now available on LearnTechLib, the Learning & Technology Library.

International Journal on E-Learning

Vol. 19 , No. 4 (October 2020)

Table of Contents

1. Role of Social Media on Social Awareness and Engagement

   Amani Bin Jwain , Prince Sattam Bin Abdulaziz University,

   Abstract: https://www.learntechlib.org/p/184634/

2. Developing English as a Foreign Language Skills Through Multiplayer Online Computer Games

   Mehmet Emre Altınbaş , KTO Karatay University, ; Perihan Savaş , Middle East Technical University,

   Abstract: https://www.learntechlib.org/p/208549/

3. Classification of Student’s In-class Behavior Using a Desktop Pressure Sensor

   Tessai Hayama , Nagaoka University of Technology, ; Hidetaka Odate , Nagaoka University of Technology, ; Naoto Ishida , Nagaoka University of Technology,

   Abstract: https://www.learntechlib.org/p/208643/

4. Learning Beyond the Classroom: Complex Dynamic Systems in the Japanese Context

   Adam Christopher , Monash University, Tokyo Denki University,

   Abstract: https://www.learntechlib.org/p/216748/

5. Digital Tools for Mathematics Composition: Building an Online Mathematics Course

   Shayla Heavner , Johns Hopkins University, ; Christopher Devers , Johns Hopkins University,

   Abstract: https://www.learntechlib.org/p/216944/

6. Table of contents for this issue: https://www.learntechlib.org/j/IJEL/v/19/n/4/

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LearnTechLib Table of Contents Alert: JCMST 39:4

A new issue table of contents alert.  No K-12 distance, online, and/or blended learning articles in this issue.

Dear Michael Barbour,

The latest issue of Journal of Computers in Mathematics and Science Teaching is now available on LearnTechLib, the Learning & Technology Library.

Journal of Computers in Mathematics and Science Teaching

Vol. 39 , No. 4 (2020)

Table of Contents

1. A Retrospective Analysis of the Impact of SpaceMath@NASA on Student Performance in Math and Science

   Sten Odenwald , NASA Space Science Education Consortium, ; Hilarie Davis , Technology for Learning Consortium, ; Sharon Bowers , National Institute of Aerospace Associates,

   Abstract: https://www.learntechlib.org/p/215677/

2. The STEAM Innovation Laboratory: Beyond the Makerspace Paradigm

   Troy Cline , NASA Space Science Education Consortium, ; Sten Odenwald , NASA Space Science Education Consortium, ; Hilarie Davis , Technology for Learning Consortium Inc, ; Bryan Stephenson , NASA Space Science Education Consortium, ; Paul Mirel , NASA Space Science Education Consortium, ; Kyle Boyer , NASA Space Science Education Consortium, ; Lani Sasser , NASA Goddard STEAM Innovation Lab,

   Abstract: https://www.learntechlib.org/p/215687/

3. The Effects of a Museum of Science Fiction Event on Participant Knowledge and Interest in Science

   Greg Viggiano, PhD , Museum of Science Fiction, ; Hilarie Davis, PhD , NASA NSSEC Goddard Space Flight Center, ; Carolyn Ng, PhD , NASA NSSEC Goddard Space Flight Center, ; Mandy Sweeney, MA , Museum of Science Fiction,

   Abstract: https://www.learntechlib.org/p/215690/

4. Space Public Outreach Team: Successful STEM Engagement on Complex Technical Topics

   Angela Des Jardins , Montana State University, ; Joey Key , University of Washington Bothell, ; Kathryn Williamson , West Virginia University, ; Seth Kimbrell , Montana State University, ; Sophie De Saint-Georges , Green Bank Observatory, ; Jessica Page , University of Alabama Huntsville, ; Timothy Dolch , Hillsdale College, ; Tyson Littenberg , NASA Marshall Space Flight Center,

   Abstract: https://www.learntechlib.org/p/215694/

5. Researching Impact: Measuring Technology Enhanced Outcomes from the NASA Space Science Education Consortium

   Gerald Knezek , University of North Texas, ; Rhonda Christensen , Institute for the Integration of Technology into Teaching and Learning,

   Abstract: https://www.learntechlib.org/p/215698/

6. NASA eClips™ Interactive Lessons: A Three-year Study of the Impact of NASA Educational Products on Student Science Literacy

   Bradford Davey , Technology For Learning Consortium, Inc., ; Sharon Bowers , National Institute of Aerospace, ; Shelley Spears , National Institute of Aerospace,

   Abstract: https://www.learntechlib.org/p/217489/

7. Inspiring STEM Engagement: Space Science Education in the 21st Century

   Gerald A. Knezek , University of North Texas, ; Rhonda W. Christensen , University of North Texas, ; Carolyn Y. Ng , NASA Goddard Space Flight Center,

   Abstract: https://www.learntechlib.org/p/217652/

8. Table of contents for this issue: https://www.learntechlib.org/j/JCMST/v/39/n/4/

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For only $19 per month, fully search and access 100,000+, peer-reviewed:

• Journal articles
• Conferences papers
• PowerPoint slides
• eBooks
• Videos
• Conference talks

Please view more information on LearnTechLib at: https://www.learntechlib.org/brochure/

---

Does your library subscribe?

Please visit https://subscribe.learntechlib.org/dl/library/ for more information on Library Subscriptions to LearnTechLib.

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E-mail: info@aace.org

Refer LearnTechLib to your Library today: https://www.learntechlib.org/recommend/

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© Copyright 2005-2020 Global U and the Association for the Advancement of Computing in Education (AACE)

Article Notice – A Systematic Review Of Research On Online Teaching And Learning From 2009 To 2018

This article is not specifically K-12 focused, but does include some K-12 literature (although it is important to note that it specifically stated only 53 of the 619 articles were K-12 focused).

Computers & Education

Volume 159, December 2020, 104009

A systematic review of research on online teaching and learning from 2009 to 2018

Florence Martin, Ting Sun, & Carl D. Westine

https://doi.org/10.1016/j.compedu.2020.104009

Highlights

• Twelve online learning research themes were identified in 2009–2018.

• A framework with learner, course and instructor, and organizational levels was used.

• Online learner characteristics and engagement were the mostly examined themes.

• The majority of the studies used quantitative research methods and in higher education.

• There is a need for more research on organization level topics.

Abstract

Systematic reviews were conducted in the nineties and early 2000’s on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

Keywords

Distance education

online teaching and learning

Systematic Review

Online Learning Research

Research Themes

Article Notice – Misbehaving Toddler Or Moody Teenager: Examining The Maturity Of The Field Of K-12 Online Learning

I wanted to bring attention to this article from yesterday’s [red] New Notification From Distance Education Journal.

Misbehaving Toddler or Moody Teenager: Examining the Maturity of the Field of K-12 Online Learning

Niños o adolescentes con mal comportamiento: Examinando la madurez del campo del aprendizaje en línea K-12

Michael K. Barbour
Touro University California. Vallejo. California, USA
mkbarbour@gmail.com

Abstract: Depending on the reference, the practice of K-12 online learning began sometime between 1991 and 1996. Yet almost three decades later, there is still little research to describe the K-12 online learning student experience, which has resulted in a lack of understanding of the actual instructional model, nature of the curriculum, and type and amount of support employed by K-12 online learning programs. Further, much of the available research is atheoretical, methodologically questionable, contextually limited, and overgeneralized. All these factors make the K-12 online learning research that does exist of little value in guiding practice. This manuscript examines the maturity of research in the field of K-12 online learning, with the goal of providing researchers with meaningful impact on future practice.

Keywords: Misbehaving Toddler, Moody Teenager, K-12, Online Learning

Resumen: Dependiendo de la referencia, la práctica del aprendizaje en línea de K-12 comenzó en algún momento entre 1991 y 1996. Sin embargo, casi tres décadas después, todavía hay poca investigación para describir la experiencia de los estudiantes de aprendizaje enlínea de K-12, que ha resultado en una falta de comprensión del modelo de instrucción real, la naturaleza del plan de estudios y el tipo y la cantidad de apoyo empleado por los programas de aprendizaje en línea K-12. Además, gran parte de la investigación disponible es teórica, metodológicamente cuestionable, contextualmente limitada y sobregeneralizada. Todos estos factores hacen que la investigación de aprendizaje en línea K-12 que existe sea de poco valor para guiar la práctica. Este manuscrito examina la madurez de la investigación en el campo del aprendizaje en línea en K-12, con el objetivo de proporcionar a los investigadores un impacto significativo en la práctica futura.

Palabras clave: Niño con mal comportamiento, Adolescente con mal comportamiento, K-12, Aprendizaje en línea.

RED. Revista de Educación a Distancia. Núm. 64, Vol. 20. Artíc. 4, 30-09-2020

DOI: http://dx.doi.org/10.6018/red.412821

Article Notice – A Qualitative Inquiry Of K–12 Teachers’ Experience With Open Educational Practices: Perceived Benefits And Barriers Of Implementing Open Educational Resources

I wanted to bring attention to a second article from yesterday’s [IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning.

A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

• Hengtao TangPenn State

DOI: https://doi.org/10.19173/irrodl.v21i3.4750

Keywords: open educational resources, open educational practices, k-12, teachers, barriers, benefits, qualitative inquiry

Abstract

Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

HOW TO CITE

Tang, H. (2020). A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources. The International Review of Research in Open and Distributed Learning, 21(3). https://doi.org/10.19173/irrodl.v21i3.4750