Virtual School Meanderings

April 22, 2017

These New Articles For Open Learning: The Journal Of Open, Distance And e-Learning Are Available Online

From Thursday’s inbox…

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content
Original ArticlesThe silence about oral presentation skills in distance and online education: new perspectives from an Australian university preparatory programme
Jenny McDougall & Helen Holden
Pages: 1-14 | DOI: 10.1080/02680513.2017.1316187

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April 21, 2017

Scopus Author Citation Alert: “Citations for Barbour, Michael K. (Author Identifier 7005949699)”

A lot of new K-12 distance, online, and blended learning research can be identified from this notice that I received from one of my open scholarship networks.

Select to go to the Scopus main search page
Scopus author citation alert
Citations for Barbour, Michael K. (Author Identifier 7005949699) – 7 new results
New document(s) citing
Document title Author(s) Year Source Cited by
1 Interactions and learning outcomes in online language courses Lin C.-H., Zheng B., Zhang Y. 2017 British Journal of Educational Technology,
48(3)pp.730-748.
0
New document(s) citing
Document title Author(s) Year Source Cited by
1 Persistence factors revealed: students’ reflections on completing a fully online program Yang D., Baldwin S., Snelson C. 2017 Distance Education,
38(1)pp.23-36.
0
New document(s) citing
Document title Author(s) Year Source Cited by
1 Navigating the challenges of delivering secondary school courses by videoconference Rehn N., Maor D., McConney A. 2017 British Journal of Educational Technology,
48(3)pp.802-813.
0
2 Practical guidelines for creating online courses in K-12 education Journell W. 2016 Blended Learning: Concepts, Methodologies, Tools, and Applications,
4pp.507-529.
0
New document(s) citing
Document title Author(s) Year Source Cited by
1 Interactions and learning outcomes in online language courses Lin C.-H., Zheng B., Zhang Y. 2017 British Journal of Educational Technology,
48(3)pp.730-748.
0
2 Practical guidelines for creating online courses in K-12 education Journell W. 2016 Blended Learning: Concepts, Methodologies, Tools, and Applications,
4pp.507-529.
0
3 Preparing online learning readiness with learner-content interaction: Design for scaffolding self-regulated learning Liu J.C., Kaye E.R. 2016 Blended Learning: Concepts, Methodologies, Tools, and Applications,
4pp.586-614.
0
New document(s) citing
Document title Author(s) Year Source Cited by
1 Interactions and learning outcomes in online language courses Lin C.-H., Zheng B., Zhang Y. 2017 British Journal of Educational Technology,
48(3)pp.730-748.
0
2 Navigating the challenges of delivering secondary school courses by videoconference Rehn N., Maor D., McConney A. 2017 British Journal of Educational Technology,
48(3)pp.802-813.
0
3 Practical guidelines for creating online courses in K-12 education Journell W. 2016 Blended Learning: Concepts, Methodologies, Tools, and Applications,
4pp.507-529.
0
New document(s) citing
Document title Author(s) Year Source Cited by
1 Learner assessment in blended and online settings Persichitte K.A., Young S., Dousay T.A. 2016 Blended Learning: Concepts, Methodologies, Tools, and Applications,
4pp.1132-1146.
0
2 Learner assessment in blended and online settings Persichitte K.A., Young S., Dousay T.A. 2016 Revolutionizing K-12 Blended Learning through the i<sup>2</sup>Flex Classroom Model,
pp.88-102.
0
View all new results in Scopus
This alert is based on the following query: “Barbour, Michael K. (Author ID 7005949699)”
The previous alert was sent on 13 Apr 2017
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April 19, 2017

These New Articles For Open Learning: The Journal Of Open, Distance And e-Learning Are Available Online

Also from Monday’s inbox…

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content
Original ArticlesImplementing randomised control trials in open and distance learning: a feasibility study
Christothea Herodotou, Sarah Heiser & Bart Rienties
Pages: 1-16 | DOI: 10.1080/02680513.2017.1316188

If you need any further help, please contact us at support@tandfonline.com

Please 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.

April 15, 2017

These New Articles For Open Learning: The Journal Of Open, Distance And e-Learning Are Available Online

From Thursday’s inbox…

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content
Book ReviewUser-centered design strategies for massive open online courses (MOOCs)
Francisco Iniesto
Pages: 1-3 | DOI: 10.1080/02680513.2017.1316189
Original ArticlesReflections from dual-mode alumni on the differences between distance and F2F education
Mehmet Fırat
Pages: 1-11 | DOI: 10.1080/02680513.2017.1316186

Please 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.

If you need any further help, please contact us at support@tandfonline.com

April 14, 2017

Article Notice: Interactions And Learning Outcomes In Online Language Courses

This came across my electronic desk in the past few days.

Interactions and learning outcomes in online language courses

Authors

  • Chin-Hsi Lin,

  • Binbin Zheng,

  • Yining Zhang

  • First published: 29 April 2016
  • DOI: 10.1111/bjet.12457
  • Cited by (CrossRef): 1 article
British Journal of Educational Technology

Volume 48, Issue 3
May 2017
Pages 730–748

Abstract

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking high-school level online language courses in a Midwestern virtual school. Regression analysis was employed to examine how three broad types of interactions, learner-instructor, learner-learner and learner-content (Moore, 1989), affected students’ perceived progress and satisfaction. After controlling for demographic information, motivation and learning strategies, the results of multiple regression showed that learner-instructor and learner-content interactions had significantly positive effects on satisfaction, whereas learner-learner interaction did not affect satisfaction. Learner-content interaction was the only factor that affected perceived progress.

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