Virtual School Meanderings

April 5, 2020

EBSCO Alerts

ebscoFirst, the alert for virtual schools, which did not have any relevant items.

Next, the alert for cyber schools, which also did not have any relevant items.

Finally, the alert for K-12 online learning, which I also received, but did not include any relevant items.

So nothing to report this week.

March 29, 2020

EBSCO Alerts

ebscoFirst, I did not receive the alert for virtual schools.

Next, the alert for cyber schools, which did not have any relevant items.

Finally, I also did not receive the alert for K-12 online learning.

So nothing to report this week.

March 22, 2020

EBSCO Alerts

ebscoFirst, I did not receive the alert for virtual schools.

Next, the alert for cyber schools, which did not have any relevant items.

Finally, I also did not receive the alert for K-12 online learning.

So nothing to report this week.

March 15, 2020

EBSCO Alerts

ebscoFirst, I did not receive the alert for virtual schools.

Next, the alert for cyber schools, which did not have any relevant items.

Finally, I also did not receive the alert for K-12 online learning.

So nothing to report this week.

March 8, 2020

EBSCO Alerts

ebscoFirst, the alert for virtual schools.

TI- Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction?
AU- Zhang, Yining1
AU- Lin, Chin-Hsi2 Email Address: chinhsi@hku.hk
JN- Technology, Pedagogy & Education
PD- Feb2020, Vol. 29 Issue 1, p57-71
PG- 15p
DT- 20200201
PT- Article
AB- As online K–12 education continues to expand, concerns about its quality have taken centre stage. This study utilised online learning satisfaction as an outcome indicator for the success of online learning, and investigated student- and teacher-level factors that affected it among 226 high school students taking online world language courses from 15 teachers at a Midwestern virtual school in the US. Hierarchical linear modelling revealed that, at the student level, learner–content interaction was the only significant predictor of satisfaction; while at the teacher level, satisfaction was positively and significantly correlated with teachers’ adoption of pedagogical roles, but negatively predicted by their adoption of managerial ones. The findings particularly highlight the importance of content-based teaching and learning in the context of K–12 world language learning. [ABSTRACT FROM AUTHOR]
AB- Copyright of Technology, Pedagogy & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
KW- interaction
KW- online learning
KW- Online teaching
KW- virtual school
AD- 1Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
AD- 2Faculty of Education, The University of Hong Kong, Hong Kong, China
IS- 1475939X
DI- 10.1080/1475939X.2019.1694061
AN- 141841733

Next, the alert for cyber schools, which did not have any relevant items.

Finally, I did not receive the alert for K-12 online learning.

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