Note this up-coming call for proposals.
Distance Education
Special Issue Call for Abstracts
Distance Education Across Critical Theoretical Landscapes
Mary Rice, Assistant Professor of Literacy, University of New Mexico (Send Queries: maryrice@unm.edu)
Patrick Lowenthal, Associate Professor of Educational Technology, Boise State University
Xeturah Woodley, Assistant Professor in Learning Design and Technology, New Mexico State University
Scope
The purpose of this special themed issue is to provide a venue for scholars, researchers, instructional designers, and classroom teachers to engage with critical theories and diversity in open, flexible and technology-mediated distance learning environments. To provide the most opportunity for inclusion, we invite submissions that consider a wide variety of technologies, pedagogies, modes and settings (e.g., K-12, higher education, and industry/corporate settings). We encourage submissions that represent the theoretical landscape, and which demonstrate the breadth and depth of theoretical lenses that have been historically underrepresented. This includes, but is not limited to, the following: critical race theory, critical pedagogies, disability studies, feminisms, heutagogy, and LGBTQIA+ studies. Finally, we invite a variety of research paradigms as well as theoretical pieces, meta-analyses, and strategic reviews of the literature.
Rationale
As the use of Web-based learning technologies has greatly expanded in open, flexible, and distance educational environments, efforts to meet the needs of diverse learners and the commitment to expand our capacity for diversity, in all of its forms, has also increased. Barbour and Reeves (2009) argued that the factors that make a student successful using learning technologies are often connected to socioeconomic privilege. In the same vein, Layne, Boston, and Ice (2013) suggested a profile of an adult online learner that used gender, age, and race, and socioeconomic variables to build a theory around retention and engagement. They highlighted computer literacy and navigation skills, electronic connection capabilities, and feelings of isolation as barriers to success. There are also studies suggesting that students who are younger, male, or come from minority backgrounds are less likely to make successful adjustments to learning at a distance with web-based learning technologies (Xu & Jaggars, 2014). However, when scholars have tried to shift conversations in the field towards understandings about social diversity, they are often met with claims that innovations like personalization (under various definitions) and the Universal Design for Learning (UDL) framework (Rose & Meyer, 2006) will inherently address these concerns both now and in the future (Vignare, 2015). In this issue, we are hoping to open a space for research in frames that consider or even challenge notions of diversity alongside and beyond the UDL and personalization paradigms in distance education. We want to broaden the conversation about online and distance learning research, practice, and even policy about how to make learning with technologies accessible, relevant, and supportive of multiple intersectional identities.
Potential Topics
- What critical theories or theorists could provide special insight into research on technology-mediated distance education?
- What role do distance learning technologies play in addressing social injustice based on race, culture, religion, English language ability, gender identities, or other forms of diversity?
- What are the issues of access and accessibility that stewards of open, flexible and distance education (e.g., instructors, administrators, policymakers) should consider?
- How can strong personal connections (e.g., learner/learner, learner/teacher, learner subject matter) expand the positive outcomes of open, flexible and distance education for historically marginalized individuals?
- As personalized learning increases in availability, accuracy, and precision, how do we address issues of diversity and social justice in inclusive ways within open, flexible and distance learning environments?
- What role does/should data play in creating more critically conscious distance learning environments?
- What are some examples of programs and practices that honor the literacies or cultural assets of diverse students as they engage in open, flexible and distance learning?
- What are some examples of ways in which technology-mediated learning technologies are building communities of diverse learners in nationwide or international programs?
- What are some examples of advocacy efforts being made for supporting the infrastructure to ensure access to technology-mediated distance learning technologies?
- What are some examples of efforts being made to serve the simultaneous multiplicity of users of distance education?
- How do any of these above issues play out differently in formal vs. informal learning environments or with different ages of learners (e.g., K-12 v. higher education)?
Those interested should submit a 1-page (300- 500-word) abstract using ScholarOne by August 1, 2019. Please note in your submission that this abstract is for the Distance Education Across Critical Theoretical Landscapes.
Important Dates
One-page abstracts: 1 August 2019
Invitations for full manuscripts: 1 September 2019
Full manuscripts from authors: 1 January 2020
Double-blind reviews completed: 1 February 2020
Revisions from authors: 1 March 2020
Final decisions of acceptance/rejection: 1 April 2020
Final manuscript to publisher: 1 June 2020
Expected Publication: August 2020
Full manuscripts will be submitted through ScholarOne Manuscripts. Please visit the Instructions for Authors page for manuscript preparation guidelines.
References
Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402-416.
Layne, M., Boston, W. E., & Ice, P. (2013). A longitudinal study of online learners: Shoppers, swirlers, stoppers, and succeeders as a function of demographic characteristics. Online Journal of Distance Learning Administration, 16(2), 1-12.
Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press.
Vignare, K. (2015). Foreword. In M. Rice (Ed.) Exploring pedagogies for diverse learners online: Advances in research on teaching, volume 25 (pp. xvii-xxv). Bingley, UK: Emerald Group Publishing.
Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659.
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