Virtual School Meanderings

July 20, 2021

Article Notice: Superintendents’ Experiences With Distance Learning Practices in K–12 Public-School Districts in New York During the COVID-19 Pandemic

Yesterday I posted a table of contents notice entitled [IJEDE] New notification from International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance, which had an article that I wanted to highlight today.

Vol. 36 No. 1 (2021)
RESEARCH ARTICLES

Abstract

In early March 2020, the United States was first faced with the COVID‑19 virus, which became a pandemic affecting 216 countries across the globe (Worldometers.info, 2020). This pandemic impacted approximately 1.5 billion learners globally by schools’ closures and revised practices (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2020), and it required social distancing practices and school closures across the U.S. (Lieberman, 2020). Due to closures, public-school districts were tasked with creating immediate solutions for seamless learning. Many public-school districts implemented distance learning practices to meet the needs of quarantined students. The sudden shift from a traditional, in-person classroom to a distance learning setting challenged both faculty and students. This qualitative case study examines how superintendents in K–12 public schools shifted from on-site learning to distance learning practices during the pandemic. Thirty superintendents from K–12 public-school districts in two suburban counties of New York participated in an online survey. By mid-March 2020, according to the findings, distance learning was implemented in varying degrees. In addition, the study found that most faculty were prepared for online learning through professional development. Parental support, technology, and the inability to work independently were barriers to student learning. The findings suggest ramifications from the delivery of distance learning in the first months of the pandemic. In addition, the study found a need for increased professional development and solutions to distance learning barriers.

July 19, 2021

[IJEDE] New notification from International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance

I received this issue noticed over the weekend (or late last week).

You have a new notification from International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance:

An issue has been published.

Link: http://www.ijede.ca/index.php/jde/issue/current

Michelle Harrison

______________________________________________________________________
Privacy Notice: This journal uses Open Journal System (OJS) for managing the submission, editorial and publication process.

The table of contents, which included one K-12 online learning specific article, included:

Vol 36, No 1 (2021)

May 31, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

A notice of a new issue – although there are no articles specifically related to K-12 distance, online, and/or blended learning – there are a couple of items that may be of interest to readers.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: http://www.cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The table of contents read:

Vol. 46 No. 3 (2020)

PUBLISHED: 2021-05-28

EDITORIAL

  • Editorial

    Martha Cleveland-Innes; Sawsen Lakhal

ARTICLES

  • Serious Games in Higher Distance Education

    Ann Celestini
  • Boundary Crossing between Formal and Informal Learning Opportunities: A Pathway for Advancing e-Learning Sustainability

    Kathlyn Bradshaw, Jennifer Lock, Gale Parchoma
  • The Role of Video in the Flipped Language Classroom

    Angelika Verch, Elke Nissen
  • Teaching with Sandbox Games: Minecraft, Game-Based Learning, and 21st Century Competencies

    Cristyne Hébert, Jennifer Jenson
  • Virtual Lab Integration in Undergraduate Courses: Insights from Course Design and Implementation

    Maria Papaconstantinou, Dawn Kilkenny, Christopher Garside, William Ju, Hedieh Najafi, Laurie Harrison
  • Teachers’ TPACK Professional Knowledge Mastering: The case of computer simulation integration in Cameroonian technical education in electronics programs

    Georges Modeste Dabove-Foueko, Raquel Becerril Ortega

BOOK REVIEW

  • MOOCs and Open Education in the Global South: A Review

    Christopher Devers

December 22, 2020

[CJLT] New notification from Canadian Journal of Learning and Technology

A new issue notice from this Canadian journal.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: http://www.cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The table of contents included:

Vol. 46 No. 2 (2020): Summer 2020

November 4, 2020

[IJEDE] New notification from International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance

A new issue alert from this journal.

You have a new notification from International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance:

An issue has been published.

Link: http://www.ijede.ca/index.php/jde/issue/current

Michelle Harrison

______________________________________________________________________
Privacy Notice: This journal uses Open Journal System (OJS) for managing the submission, editorial and publication process. Your participation in any of those activities implies that you agree with this journal’s privacy policy available at http://www.ijede.ca/index.php/jde/privacy

While no K-12 distance, online, and/or blended learning articles, this is a special issue from the Technology Association for Teacher Education – so likely of interest to those involved in teacher preparation.

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