Virtual School Meanderings

July 2, 2016

[Eurodl] New articles in EURODL – June 2016

From Friday’s inbox…

Fresh Articles – June 2016

Dear EURODL subscriber,

We kindly inform you that new articles have been accepted for publication, since December 2015. Please, visit them at the journal’s website.

And the article in the “Brief items” section:

In case you like these and previous articles, feel free to recommend them for reading to your colleagues on your social networking account by clicking at the “Share” button above the article’s title.

We are pleased to announce the Call for Contributions for the EDEN RW9, the 9th Research Workshop in October 2016. The event titled “” will take place in Oldenburg, 4-7 October.

All useful information concerning conference themes, submission categories and required format of contributions further how to submit your proposal, can be found by clicking here.

Feel free to contact us in case you have any inquiries.

Wishing all of you a relaxed summer holiday,

on behalf of the Chief Editor, Dr. Ulrich Bernath

If you would like to be removed from our mailing list, follow the link on the bottom of this letter.

EURODL – European Journal of Open, Distance and E-learning

Eurodl mailing list

June 2, 2016

New Issue of Human Technology Now Available

No K-12 online learning related items, but some interesting research to pass along…

Dear subscriber of the Human Technology e-notification service,

Thank you for your continued interest in being notified when Human Technology publishes its issues. In addition to the essential information on our newest issue, I will present three other items for your information. Below the issue details, you will find brief information on two Calls for Papers for thematic issues in our journal, as well as announcement of a revision in our journal’s name. But first, the “main event”:
We are pleased to announce that the newest issue of the online journal Human Technology is now online. This thematic issue, titled Human–Technology Choreographies: Body, Movement, and Space, is the first of two focusing on the impact of the instrumental value, specifically movement, of and on design and use of technological objects. (The second issue on this topic will be published in several months.) Both issues have been guided by guest editors Antti Pirhonen, Department of Teacher Education, University of Jyväskylä, Finland; Kai Tuuri, Department of Music, University of Jyväskylä, Finland; and Cumhur Erkut, Department of Architecture, Design, & Media Technology, Aalborg University, Copenhagen, Denmark. This first issue focuses specifically on the topics of designing by moving and moving by design. You can access the issue at




Guest Editor’s Introduction

Choreographies: An Emerging Perspective for Interaction Design

Antti Pirhonen, Kai Tuuri, & Cumhur Erkut



Original Articles

Ways of Walking: Understanding Walking’s Implications for the Design of Handheld Technology Via a Humanistic Ethnographic Approach

Parisa Eslambolchilar, Mads Bødker, & Alan Chamberlain


Choreographic Inscriptions: A Framework for Exploring Sociomaterial Influences on Qualities of Movement for HCI

Lian Loke & A. Baki Kocaballi



Quantified Bodies in the Checking Loop: Analyzing the Choreographies of Biomonitoring and Generating Big Data

Jaana Parviainen



Yamove! A Movement Synchrony Game that Choreographs Social Interaction

Katherine Isbister, Elena Márquez Segura, Suzanne Kirkpatrick,

Xiaofeng Chen, Syed Salahuddin, Gang Cao, & Raybit Tang



We ask that you please forward information on our journal to your all of your colleagues who might be interested in the topics within this issue.




Call for Papers: Thematic issue on Designing Interactive Systems for Work Engagement


The Call for Papers for this thematic issue in Human Technology has been ongoing since January 2016 (see, but closed yesterday. However, the editors are open to requests for an extension for submission, if needed. Prospective authors should email Heli Väätäjä ( with a short description of their submission by June 30, 2016. The editors will determine if the nature of the research topic is in line with the scope of the thematic issue and, if so, instructions for submission will be provided. Please feel free to notify any colleagues who many interested in this Call.



Call for Papers: Thematic issue titled SADE – semiotics + art and design experience


The guest editor of this thematic issue is inviting, until September 30, 2016, submissions that explore the interrelationships between and among art, design, and technology, in light of semiotics and experience. More information on the Call for Papers is available on Human Technology’s website (). The guest editor is Rebekah Rousi of the University of Jyväskylä. As always, we appreciate you forwarding this information to colleagues and/or researchers who might be interested in submitting to this thematic issue.



Human Technology changes its name


From the initiation of this journal, we have been known as Human Technology: An Interdisciplinary Journal on Humans in ICT Environments. As a new publication, it was important that our journal’s name reflected the inclusive nature of our interdisciplinary scope. Over the years, the subtitle has become superfluous, as both readers and published authors have grasped the significance of our scope and have typically shortened the name to simply the very inclusive Human Technology. Therefore, we have followed suit officially; from this issue forward, articles will be published within Human Technology. We trust that this concise name for our journal will make it easier to remember, easier to find online, and more accurately cited. Most importantly, the quality and dedication that began with our first issue remains.








Ms. Barbara Crawford

Managing Editor

Human Technology: An  Interdisciplinary Journal on Humans in ICT Environments

May 19, 2016

Article Notice: Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

As I mentioned yesterday in IRRODL Announcement, here is one K-12 online learning focused article from that issue.

Home > Vol 17, No 3 (2016) > Borup

International Review of Research in Open and Distance Learning

Teacher Perceptions of Learner-Learner Engagement at a Cyber High School


Distance education has historically contained little or no learner–learner interactions.  Currently the Internet allows for unprecedented levels of learner–learner interaction and has the potential to transform how students learn online.  However, many courses offered online focus more on flexibility and independence than on interaction and collaboration.  Often it is up to the teacher to decide how much learner–learner interaction their courses contain.  However, little research has examined how online high school teachers perceive, value, and facilitate learner–learner interactions.  This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner–learner interactions.  The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating.  Teachers also identified several drawbacks to learner–learner interactions such as bullying and cheating.  Furthermore, there appeared to be tension between providing for students’ individual needs and requiring collaborative learning opportunities.


K-12 online learning, cyber schooling, collaboration, peer tutoring

Full Text:



May 18, 2016

IRRODL Announcement

From Monday’s inbox…

IRRODL Issue 17(3)
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Dear readers,

We are pleased to publish IRRODL issue 17(3), containing TWENTY research articles and a book review.

Wishing you pleasant, informative and provocative reading,

IRRODL Editors

Vol 17, No 3 (2016)

Table of Contents


Editorial – Volume 17, Issue Number 3
Dianne Conrad

Research Articles

Mete Akcaoglu, Eunbae Lee
Amanda Rockinson-Szapkiw, Jillian Wendt, Mervyn Whighting, Deanna Nisbet
Stefan Stenbom, Malin Jansson, Annelie Hulkko
Sunnie Lee Watson, William R Watson, Jennifer Richardson, Jamie Loizzo
Engin Kursun
Johan Loeckx
Tel Amiel, Tiago Chagas Soares
Betul Czerkawski
Colin Madland, Griff Richards
Yin Zhang, Samuel Chu
Hajar Ghadirian, Ahmad Fauzi Mohd Ayub, Kamariah Binti Abu Bakar, Maryam Hassanzadeh
Omid Noroozi, Simon McAlister, Martin Mulder
Jered Borup
Michael Corry
Cathy Cavanaugh, Jace Hargis, John Mayberry
Harun Cigdem, Mustafa Ozturk
Peter Mkhize, Emmanuel Samuel Mtsweni, Portia Buthelezi
Zamzami Zainuddin, Siti Hajar Halili
George Lukoye Makokha, Dorothy Nduko Mutisya
Naghmeh Aghaee, William Byron Jobe, Thashmee Karunaratne, Åsa Smedberg, Henrik Hansson, Matti Tedre

Book Notes

Doing Q Methodological Research: Theory, Method and Interpretation
Liwen Chen
You are receiving this email because you subscribed to the International Review of Research in Open and Distributed Learning.
Our mailing address is:
Athabasca University
International Review of Research in Open and Distributed Learning (IRRODL)
1 University Drive
Athabasca, AB  T9S 3A3

April 21, 2016

[CNIE-L] CJLT: New Issues Published | RCAT : nouveaux numéros

From Tuesday’s inbox (maybe Monday’s)…  Either way, no K-12 online learning specific items here.

Dear Readers:


The Canadian Journal of Learning and Technology has just published two issues at .  We invite you to review the Table of Contents here and then visit our Web site to review articles and items of interest.


Thank you for the continuing interest in our work.  Kim Peacock (




Chers lectures,


Les numéros plus récents de la Revue canadienne de l’apprentissage et de la technologie sont maintenant disponible au .  Vous trouverez ci-dessous les tables des matières.  Nous vous invitons à visiter le site Web pour lire les articles et les autres choses.


Nous vous remercions pour votre intérêt à notre revue.  Kim Peacock (




Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie

Vol 42, No 1 (2016) and/et Vol 42, No. 2 [Special Issue-Numéro special]

Table of Contents




Editorial / Éditorial

Heather Kanuka




Leaving the Nest: The Evolution of CHRPP (the Course of Human Participant Protection) | Quitter le nid : l’évolution du cours d’éthique sur la protection des participants humains

Denise Stockley, Laura-Lee Balkwill, Carolyn Hoessler


Student communication and study habits of first-year university students in the digital era | Communication étudiante et habitudes d’étude des étudiants universitaires de première année à l’époque numérique

Eliana Esther Gallardo-Echenique, Mark Bullen, Luis Marqués-Molías


La sélection d’idées prometteuses et l’émergence d’un questionnement authentique dans l’élaboration du discours collectif d’élèves du primaire | The selection of promising ideas and the emergence of genuine questioning

Pier-Ann Boutin, Christine Hamel, Thérèse Laferrière


How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

Beomkyu Choi


Introducing Backchannel Technology into a Large Undergraduate Course | Introduction d’une technologie d’arrière-plan dans un vaste cours de premier cycle

Ruth Neustifter




Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie

Special Issue: Web-enabled Teaching and Learning: An International Update

Vol 42, No 2 (2016)

Table of Contents




Editorial / Éditorial

Mohamed Ally, Marti Cleveland-Innes






Web 2.0 and Social Media Connecting Learners in Self-Paced Study: Practitioners’ Perspectives | Le Web 2.0 et les médias sociaux reliant les apprenants dans l’étude à leur rythme : points de vue de praticiens

Janice Thiessen


Persistent Artefacts in an Online Classroom: The Value of a Dynamic Learning Archive | Artefacts persistants dans une salle de classe en ligne : la valeur d’une archive dynamique de l’apprentissage

Stuart C. Berry


A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs | Une étude de cas sur les difficultés d’apprentissage et le soutien correspondant pour l’apprentissage dans les cMOOC

Shuang Li, Qi Tang, Yanxia Zhang


Factors Influencing Self-Regulation in E-learning 2.0: Confirmatory Factor Model | Facteurs qui influencent la maîtrise de soi en cyberapprentissage 2.0 : modèle de facteur confirmative

Hong Zhao


Conducting a Multivocal Thematic Synthesis on an Extensive Body of Literature | Réaliser une synthèse thématique multivocale d’un vaste ensemble de documentation

Madelaine Befus


Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie


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