Distance Education, Volume 38, Issue 3, November 2017 is now available online on Taylor & Francis Online

Note the K-12 focused article by Kwok-Wing Lai below.

The online platform for Taylor & Francis Online content

Distance Education, Volume 38, Issue 3, November 2017 is now available online on Taylor & Francis Online. This new issue contains the following articles: EditorialHow flexible is flexible learning, who is to decide and what are its implications? Pages: 269-272 | DOI: 10.1080/01587919.2017.1371831 Original ArticlesCreating a learner-centered teaching environment using student choice in assignments Cheryl Hanewicz , Angela Platt & Anne Arendt Pages: 273-287 | DOI: 10.1080/01587919.2017.1369349 Facilitating student learning in distance education: a case study on the development and implementation of a multifaceted feedback system Samantha N. Uribe & Michelle Vaughan Pages: 288-301 | DOI: 10.1080/01587919.2017.1369005 Relationships between motivational strategies and cognitive learning in distance education courses Sanghoon Park & Heoncheol Yun Pages: 302-320 | DOI: 10.1080/01587919.2017.1369007 Pedagogical practices of NetNZ teachers for supporting online distance learners Kwok-Wing Lai Pages: 321-335 | DOI: 10.1080/01587919.2017.1371830 Barriers to learning online experienced by students with a mental health disability Dean McManus, Rachel Dryer & Marcus Henning Pages: 336-352 | DOI: 10.1080/01587919.2017.1369348 Refining success and dropout in massive open online courses based on the intention–behavior gap |  Maartje A. Henderikx, Karel Kreijns & Marco Kalz Pages: 353-368 | DOI: 10.1080/01587919.2017.1369006 Reviews, Reports and ReflectionsOpen educational resources: removing barriers from within Sanjaya Mishra Pages: 369-380 | DOI: 10.1080/01587919.2017.1369350 Reviews¡Si, se puede! Achieving academic excellence online Ricardo Lumbreras Jr. & William H. Rupley Pages: 381-393 | DOI: 10.1080/01587919.2017.1369004 Recommended ReadingSelected articles from Distance Education in China Issues 9–12 (2017) Pages: 394-394 | DOI: 10.1080/01587919.2017.1380505 Editorial BoardEditorial Board Pages: ebi-ebi | DOI: 10.1080/01587919.2017.1383872 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.

Article Notice: Pedagogical Practices Of NetNZ Teachers For Supporting Online Distance Learners

This item showed up yesterday in the These New Articles For Distance Education Are Available Online entry, but I wanted to highlighted today in this fashion too.

Journal

Distance Education 

Latest Articles

Original Articles

Pedagogical practices of NetNZ teachers for supporting online distance learners

Kwok-Wing Lai

Pages 1-15 | Received 18 May 2017, Accepted 18 Aug 2017, Published online: 31 Aug 2017

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• http://dx.doi.org/10.1080/01587919.2017.1371830
• 

Abstract

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.

Keywords: Distance teaching pedagogy, motivation and engagement of online learners, teacher–student relationship, distance teaching technologies

 

These New Articles For Distance Education Are Available Online

Also from last week’s inbox…

The online platform for Taylor & Francis Online content After 2017, this list will no longer distribute information about article content in the Quarterly Journal of Experimental Psychology. To subscribe to table of content alerts for QJEP in 2018, and ensure seamless continuation of journal information, please email eps@lancs.ac.uk with the subject line “QJEP subscribe” – there is no need to include any email text. The Experimental Psychology Society will transfer your email address to the new publisher at the appropriate time. Please note all EPS members will be automatically transferred over to the new alerts system, so do not need to respond. New for Distance Education and online now on Taylor & Francis Online: Original ArticlesPedagogical practices of NetNZ teachers for supporting online distance learners Kwok-Wing Lai Pages: 1-15 | DOI: 10.1080/01587919.2017.1371830 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.

These New Articles For Distance Education Are Available Online

No K-12 distance, online, and/or blended learning items here, but some good scholarship all the same.

The online platform for Taylor & Francis Online content New for Distance Education and online now on Taylor & Francis Online: Original ArticlesRelationships between motivational strategies and cognitive learning in distance education courses Sanghoon Park & Heoncheol Yun Pages: 1-19 | DOI: 10.1080/01587919.2017.1369007Barriers to learning online experienced by students with a mental health disability Dean McManus, Rachel Dryer & Marcus Henning Pages: 1-17 | DOI: 10.1080/01587919.2017.1369348 ReflectionOpen educational resources: removing barriers from within Sanjaya Mishra Pages: 1-12 | DOI: 10.1080/01587919.2017.1369350 Reviews¡Si, se puede! Achieving academic excellence online Ricardo Lumbreras Jr. & William H. Rupley Pages: 1-13 | DOI: 10.1080/01587919.2017.1369004 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.

Join Us In Person Or Online July 25-27

Note this practitioner focused conference.

Online and distance educators: Participate from anywhere Can’t make it to Madison? Register for the virtual conference to watch keynote speeches from the comfort of your laptop, tablet, or smartphone. You also get access to nearly 20 other presentations about online education. REGISTER FOR VIRTUAL CONFERENCE > Walk‑in registration available Come to the conference and register when you arrive. Online registration closes at noon on Friday, July 21. REGISTER NOW > Get ready for a fantastic finale Have you heard what’s in store for the conference finale? We won’t spill all of the beans, but here’s a taste: Topflight speakers glimpsing the future of online education Lively chats about new online teaching tactics, game‑changing learning technologies, and more Delicious dessert You’ll leave the conference energized, motivated, and ready to apply what you’ve learned! Questions? Contact Kimary Peterson • kimary.peterson@wisc.edu • 608‑265‑4159 View in browser

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