Virtual School Meanderings

May 25, 2017

Mary Rice Uploaded A Paper

Note this open scholarship item.

Academia.edu
Mary Rice just uploaded a paper:
Mary Rice Mary Rice

Roles and Responsibilities of Parents of Online School Students with Disabilities Roles and Responsibilities of Parents of Online School Students with Disabilities
VIEW PAPER

P.S. A study recently published in PLOS ONE found that papers uploaded to Academia.edu receive a 69% boost in citations over 5 years. See the study and data here.

Academia, 251 Kearny St., Suite 520, San Francisco, CA, 94108© 2017 Academia

May 22, 2017

Academia.edu Reading History — “Educational Technology Research Journals:” The American Journal of Distance…”

Another item from one of my open scholarship networks from last week.

Academia.edu
Here are some recent papers from your reading history
Educational Technology Research Journals:” The American Journal of Distance Education,” 2001-2010

by Lisa Halverson, et al.  |  Viewed 2 days ago

RECOMMEND

An analysis of high impact scholarship and publication trends in blended learning,

by Lisa Halverson  |  Viewed 2 days ago

RECOMMEND

Research into K-12 Online & Blended Learning

by Cathy Cavanaugh, et al.  |  Viewed 5 days ago

RECOMMEND

Barriers to Online Education in a Developing Country: The Case of Nepal. In Clark, T. & Barbour, M., Eds., Online and Distance Education in Schools: Global Perspectives on Policy and Practice. Stylus.

by Cathy Cavanaugh  |  Viewed 5 days ago

RECOMMEND

VIEW READING HISTORY
Academia, 251 Kearny St., Suite 520, San Francisco, CA, 94108

Blended Learning Research in Higher Education and K-12 Settings – Academia.edu

From one of my open scholarship networks from last week.  Note several K-12 distance, online, and blended learning items that are available open access.

Academia.edu
TOP PAPERS FROM YOUR NEWSFEED
Charles R. Graham Charles R. Graham
Bookmarked by Chris Stacey

Blended Learning Research in Higher Education and K-12 Settings

Abstract Blended learning is adopted widely in educational settings. Over the past decade, blended courses have increased in higher education (HE), and currently blended learning is expanding in K-12 as well. As blended learning becomes more prevalent, opportunities for research into blended learning are also increasing. Researchers and practitioners need to know the current issues and lines of inquiry prominent in blended learning to direct them to the cutting-edge research and enable them to identify the most pressing problems. This chapter synthesizes and categorizes current blended…

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Cathy Cavanaugh Cathy Cavanaugh
Bookmarked by Feng Liu

A Call to Action for Research in Digital Learning: Learning Without Limits of Time, Place, Path, Pace…or Evidence

This essay is a call for rethinking our approach to research in digital learning. It plots a path founded in social trends and advances in education. A brief review of these trends and advances is followed by discussion of what flattened research might look like at scale. Scaling research in digital learning is crucial to advancing understanding as digital learning quickly becomes mainstream (Watson, Pape, Murin, Gemin, & Vashaw, 2014) and as learning environments and pedagogies shift rapidly. Educators and leaders need more current and detailed insights into effective practice as…

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Cathy Cavanaugh Cathy Cavanaugh
University of FloridaEducational Technology, Faculty Member

Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance

This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the Bachelor of Science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. These measures were correlated with final course grades to increase understanding of the participation patterns of successful students. The resulting patterns and their implications are identified. We observe that students with an…

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Cathy Cavanaugh Cathy Cavanaugh
University of FloridaEducational Technology, Faculty Member

Research into K-12 Online & Blended Learning

To truly understand K-12 online and blended learning research, you have to dig deeper into the components that make up K-12 online and blended learning. In other words, there are so many variations in design, instruction, facilitation, purpose, and content, no single study will answer everything we need to know about K-12 online learning. It is more important to explore the components and the research surrounding those components. In addition to digging deeper, there are at least five key areas that any K-12 online and blended learning educator should consider. They include: 1) asking the…

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Cathy Cavanaugh Cathy Cavanaugh
University of FloridaEducational Technology, Faculty Member

K-12 Mobile Learning

Mobile devices have been the focus of a push in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those countries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also clear that the pedagogy needed to be…

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Cathy Cavanaugh Cathy Cavanaugh
University of FloridaEducational Technology, Faculty Member

Barriers to Online Education in a Developing Country: The Case of Nepal. In Clark, T. & Barbour, M., Eds., Online and Distance Education in Schools: Global Perspectives on Policy and Practice. Stylus.

In many nations, e-learning for elementary and secondary students is seen as a solution to several educational problems, including crowded schools, shortages of secondary courses needed by remedial or accelerated students, lack of access to qualified teachers in a local school, and students who need to learn at a pace or in a place different from a school classroom. A fundamental challenge in this relatively new educational field is building upon successful practice and research. This chapter seeks to address this need for guidance from prior research and practice through application to the…

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Barbara L McCombs Barbara L McCombs

Reducing the achievement GAP

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Barbara L McCombs Barbara L McCombs

ERIC/ECTJ Annual Review Paper

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Jo Tondeur Jo Tondeur
Bookmarked by Lisa Durff

Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers’ gender,…

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Norm Friesen Norm Friesen
Bookmarked by Patrick Lowenthal

Telepresence and Tele-absence in Videoconferencing

Tablets and smart phones, together with new communication services such as Skype and Facetime, have changed what it means to “keep in touch”. In changing communicative practice, these media are delimiting new experiential horizons, providing phenomenological research with novel variations on the lived experience of space and embodiment, self and other. Online textual communications have been shown to bring with them a dynamic tension between sensed presence and factual absence, between the immediacy of reaction and mediation of response (e.g., Friesen 2011; Milne 2013). Such tensions are…

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Academia, 251 Kearny St., Suite 520, San Francisco, CA, 94108

May 18, 2017

Validated Online Course Design Standards

A few weeks ago I saw this news item scroll across my electronic desk – Edmentum Plato Courses Receive iNACOL Standards Approval. When you go to the news item, you get access to this summary:

Edmentum’s Plato Courseware’s iNACOL Standard Review – http://www.edmentum.com/sites/edmentum.com/files/resource/media/iNACOL%20Summary.pdf

A former doctoral student of mine actually completed his dissertation research focused on whether the iNACOL National Standards for Quality Online Courses could be validated based on research. Here are the results.

Adelstein, D., & Barbour, M. K. (2016). Building better courses: Examining the content validity of the iNACOL national standards for quality online courses. Journal of Online Learning Research, 2(1), 41-73. Retrieved from http://www.learntechlib.org/p/171515

  • The first round focused on whether there was literature and, more importantly, the research literature support for the standards.  David was able to find something for just about every standard, but there was actually little in the way of K-12 distance, online, and blended learning research literature to support most standards as they were written.

Adelstein, D., & Barbour, M. K. (2017). Improving the K-12 online course design review process: Experts weigh in on iNACOL National Standards for Quality Online Courses. International Review of Research in Open and Distance Learning, 18(3). Retrieved from http://www.ijede.ca/index.php/jde/article/view/976

  • The second round had two teams of experts review the standards to determine whether, based on their expert opinions, the standards were appropriate measures of the quality of online course design.  While there was some general support for most standards, many of them were revised or dropped based on this expert feedback.

Adelstein, D., & Barbour, M. K. (2016). Redesigning design: Field testing a revised design rubric based of iNACOL quality course standards. International Journal of E-Learning & Distance Education, 31(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2800

  • The third round had several teams of two reviewers that were responsible for applying the rubric associated with the standards to a variety of online courses to determine if inter-rater reliability could be achieved.  The results of this application were that the rubric could not be reliably applied.

Adelstein, D., & Barbour, M. K. (2016). Redesigning design: Streamlining K-12 online course creation. MACUL Journal, 37(1), 20-21. Retrieved from http://www.macul.org/wp-content/uploads/2016/11/MACULJournal_Fall2016.pdf

  • This final article was targeted to practitioners.  It was basically an attempt for David to translate what he learned from the three rounds of research that would be of interest and of use to a practitioner audience.

May 17, 2017

Open Learning: The Journal Of Open, Distance And e-Learning, Volume 32, Issue 2, June 2017 Is Now Available Online On Taylor & Francis 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

Open Learning: The Journal of Open, Distance and e-Learning, Volume 32, Issue 2, June 2017 is now available online on Taylor & Francis Online.

This new issue contains the following articles:

EditorialOpen learning and disruption: a European perspective
Simon Bell
Pages: 93-94 | DOI: 10.1080/02680513.2017.1319165
ArticlesSustainability and distance learning: a diverse European experience?
Simon Bell, Chris Douce, Sandra Caeiro, Antonio Teixeira, Rosa Martín-Aranda & Daniel Otto
Pages: 95-102 | DOI: 10.1080/02680513.2017.1319638
Analysis of interactivity and autonomy of existing digital educational resources: the case of Life and Earth Sciences in Morocco
Said Ettazarini
Pages: 103-118 | DOI: 10.1080/02680513.2017.1305884
Using learning analytics to assess student engagement and academic outcomes in open access enabling programmes
Mirella Atherton, Mahsood Shah, Jenny Vazquez, Zoe Griffiths, Brian Jackson & Catherine Burgess
Pages: 119-136 | DOI: 10.1080/02680513.2017.1309646
CommentState authorization reciprocity agreement: participation and access to higher education
Nkechi Onwuameze
Pages: 137-146 | DOI: 10.1080/02680513.2017.1311782
ArticlesImplementing randomised control trials in open and distance learning: a feasibility study
Christothea Herodotou, Sarah Heiser & Bart Rienties
Pages: 147-162 | DOI: 10.1080/02680513.2017.1316188
The silence about oral presentation skills in distance and online education: new perspectives from an Australian university preparatory programme
Jenny McDougall & Helen Holden
Pages: 163-176 | DOI: 10.1080/02680513.2017.1316187
Reflections from dual-mode alumni on the differences between distance and F2F education
Mehmet Fırat
Pages: 177-187 | DOI: 10.1080/02680513.2017.1316186
Book ReviewUser-centered design strategies for massive open online courses (MOOCs)
Francisco Iniesto
Pages: 188-190 | DOI: 10.1080/02680513.2017.1316189
OtherThe American Journal of Distance Education
Pages: 191-191 | DOI: 10.1080/02680513.2017.1319164

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