Article Notice – Comparing K-12 Online And Blended Teaching Competencies: A Literature Review

As you might imagine, with two guest blog entries to begin the week we do have a bit of a backlog.  Anyway…

On Friday this past week, I posted an entry entitled Distance Education, Volume 39, Issue 3, August 2018 is now available online on Taylor & Francis Online that included the following article focused on K-12 distance, online, and blended learning.

Journal

Distance Education 

Volume 39, 2018 – Issue 3

Reviews

Comparing K-12 online and blended teaching competencies: a literature review

Emily Pulham &Charles R. Graham 

Pages 411-432 | Received 06 Sep 2017, Accepted 11 May 2018, Published online: 27 May 2018

• Download citation
• https://doi.org/10.1080/01587919.2018.1476840

ABSTRACT

This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum.

KEYWORDS: Blended learning, online learning, literature review, teacher education

Additional information

Author information

Emily Pulham

Emily Pulham is a PhD student at Brigham Young University, who studies K-12 blended learning, educational philosophy, and technology integration. She also consults faculty on blended teaching solutions. You can see some of her work at: emilypulham.com

Charles R. Graham

Charles R. Graham is a professor at Brigham Young University, who studies technology-mediated teaching and learning, with a focus on the design and evaluation of blended and online learning environments. He also researches the use of technology to enhance traditional teaching and learning. His current research publications can be found online at: https://sites.google.com/site/charlesrgraham/

Join Us In Person Or Virtually August 7-9

See this physical and online conference opportunity next week.

August 7‑9, 2018 • Madison, WI Attend from anywhere If you can’t make it to the conference in person, you can still participate online! Register for the virtual conference and watch sessions from the comfort of your laptop, tablet, or smartphone. Sessions available virtually include “ABCs of DE,” keynote speeches, spotlight talks, and featured sessions. Group rates are available. LEARN MORE AND REGISTER > There’s still time to join us in Madison Register online now or in person when you arrive—walk‑in registration is available. REGISTER NOW > Questions? Contact Kimary Peterson • kimary.peterson@wisc.edu • 608‑265‑4159 View in browser

University of Wisconsin-Madison | disted@dcs.wisc.edu | 21 N. Park St | Madison, WI 53715 United States

Distance Education, Volume 39, Issue 3, August 2018 Is Now Available Online On Taylor & Francis Online

Note the item by Emily Pulham and Charles Graham below.

The online platform for Taylor & Francis Online content Distance Education, Volume 39, Issue 3, August 2018 is now available online on Taylor & Francis Online. This new issue contains the following articles: Original ArticlesEditorial: to interact or not to interact is NOT the question! Som Naidu Executive Editor Pages: 277-280 | DOI: 10.1080/01587919.2018.1483715Investigating students’ perceptions of instructional strategies to establish social presence Patrick R. Lowenthal & Joanna C. Dunlap Pages: 281-298 | DOI: 10.1080/01587919.2018.1476844Online student perceptions of engagement, transactional distance, and outcomes Doris U. Bolliger & Colleen Halupa Pages: 299-316 | DOI: 10.1080/01587919.2018.1476845 Development of a scale of Sense of Community in university online courses Giulia Balboni, Vittore Perrucci, Stefano Cacciamani & Bruno D. Zumbo Pages: 317-333 | DOI: 10.1080/01587919.2018.1476843 Using Facebook groups to support social presence in online learning Mete Akcaoglu & Eunbae Lee Pages: 334-352 | DOI: 10.1080/01587919.2018.1476842 ArticleExploring the temporal dimension of forum participation in MOOCs Hengtao Tang, Wanli Xing & Bo Pei Pages: 353-372 | DOI: 10.1080/01587919.2018.1476841 Original ArticlesExamining direct and indirect effects of classroom procedural justice on online students’ willingness to talk Renee Kaufmann & Nicholas T. Tatum Pages: 373-389 | DOI: 10.1080/01587919.2018.1476838 “I learn for a job promotion!”: the role of outcome-focused career goals in motivating distance learners to learn Clarence Ng Pages: 390-410 | DOI: 10.1080/01587919.2018.1476839 ReviewsComparing K-12 online and blended teaching competencies: a literature review Emily Pulham & Charles R. Graham Pages: 411-432 | DOI: 10.1080/01587919.2018.1476840 Original ArticlesOpen and distance non-formal education in developing countries David Murphy Pages: 433-434 | DOI: 10.1080/01587919.2018.1478223 If you need any further help, please contact us at support@tandfonline.comPlease 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.

Early-Bird Discount Ends At Midnight!

Note this applies to today.

August 7‑9, 2018 • Madison, WI Don’t miss out on these savings An amazing conference at an amazing price Make this summer your most transformative yet! Attend the 34th annual Distance Teaching & Learning Conference to gain invaluable insights and practical takeaways from the best and brightest. Sessions cover everything you need to know, from the basics of distance education to the technologies shaping the future. Register NOW to take advantage of the early‑bird discount. Fees increase at midnight tonight. REGISTER NOW > Last year’s conference was a game‑changer for a veteran educator “I made contacts with people from all over the globe who are at every stage of distance learning.” ‑Jill Moore, 2017 DT&L attendee Read the article >> Questions? Contact Kimary Peterson • kimary.peterson@wisc.edu • 608‑265‑4159 View in browser

This message was sent to mkbarbour@gmail.com from: University of Wisconsin-Madison | disted@dcs.wisc.edu | 21 N. Park St | Madison, WI 53715 United States

 

Make This Year’s DT&L Conference The Best Yet

Note this annual practitioner-focused event.  It is mainly higher education, but does have a few K-12 focused sessions each year.

August 7‑9, 2018 • Madison, WI Join us for the best conference yet! Conference blended certificates Our conference blended certificates will help you build the online teaching skills you need and transform your online courses. Each one includes full conference registration, online coursework, and a face-to-face conference certificate session. Pre-registration is required. Coursework starts July 17. Choose the certificate that best meets your needs: Fundamentals of Online Teaching Learn more >> Online Education Administration Learn more >> Conference Workshops Workshops provide practical takeaways and hands‑on experience that can increase your knowledge and skills in a particular area. Sign up for a three‑hour morning workshop, a 90‑minute afternoon workshop, or both! Pre‑registration is required. Already registered for the conference? Add a workshop at any time! Here are some of our morning workshops: Designing for cultural inclusivity: Building online wisdom communities Find out how to design culturally inclusive online learning spaces that foster collaboration. Learn how to select strategies for assessing inquiry‑based collaborative learning and the collective wisdom developed through collaboration. Truth or fiction? Helping students to become digital content curators Discover tools and resources you can match with any content when teaching your students how to gather, evaluate, use, and communicate information and ideas they come across in digital environments. Emerging technologies for student centered learning Learn how to stay relevant in changing instructional environments. You’ll finish the workshop ready to engage students and support their learning for jobs that may not even exist yet. Here are some of our afternoon workshops: Improve learning with voice and screencasting feedback to students Investigate the benefits of providing feedback to students through voice and screencasting feedback. Experiment with technologies and tools you can use in your own online teaching or coaching. Distance education: Addressing challenges of problematic behavior Problematic behavior can have a negative impact on a learner’s performance, progress, and retention. This workshop offers strategies for addressing these behaviors online, acknowledging their implications, and maintaining relationships with external and internal stakeholders. Systems thinking for the distance learning classroom Systems thinking connects different components to improve outcomes for learners. Learn how instructors and designers can use a systems approach to improve an online course or curriculum. EXPLORE OUR FULL LIST OF WORKSHOPS > Don’t miss our best conference yet! It’s three exciting days of inspiration, innovation, and connection. LEARN MORE > Questions? Contact Kimary Peterson • disted@dcs.wisc.edu • 608‑265‑4159 View in browser

This message was sent to mkbarbour@gmail.com from: University of Wisconsin-Madison | disted@dcs.wisc.edu | 21 N. Park St | Madison, WI 53715 United States