Virtual School Meanderings

May 3, 2022

Article Notice – From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the fourth of four K-12 distance, online, and/or blended learning focused articles from that issue.

From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students

  • Md Jais IsmailFaculty of Music, Universiti Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia
  • Azu Farhana AnuarStudent Development, UniKL MICET, Universiti Kuala Lumpur, Alor Gajah Campus, Melaka, Malaysia
  • Fung Chiat LooDepartment of Music, Faculty of Human Ecology, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
Keywords: music education, distance learning, COVID-19, pre-experimental, two-way MANOVA, online learning

Abstract

Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.

Article Notice – The Effects and Implications of Using Open Educational Resources in Secondary Schools

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the thrd of four K-12 distance, online, and/or blended learning focused articles from that issue.

The Effects and Implications of Using Open Educational Resources in Secondary Schools

  • Paul HarveySeattle Pacific University
  • John BondSeattle Pacific University
Keywords: open educational resources, secondary schools, mathematics, state testing

Abstract

Open educational resources (OER) constitute a curriculum innovation that is considered revolutionary and has the potential to change the landscape of curriculum at all levels and content areas. OER have gained attention and widespread acceptance by educators and policy makers since 2002.  The promise of OER is that they provide cost savings, promote collaboration, and are adaptable to the needs of teachers and students while providing a legitimate alternative to commercially produced print textbooks. Determining the relevance and viability of the movement to embrace OER requires an examination of theoretical foundations and empirical research to illuminate the effect of using OER as core curricula. While advocates promote the use of OER as a financially liberating model of curriculum and as a source of constructivist learning materials, more research is needed. The purpose of this study was to examine the relationship between OER and student learning. The study critically analyzed previous studies on OER and applied empirical analyses to the use of OER by a sample of middle schools. Twenty-eight middle schools from Washington State served as the subjects for the study. The study followed an ex post facto causal comparative model. Three research questions provided the focus for the study to investigate the effects of OER curriculum, duration of curriculum use, and other factors on student achievement in middle school mathematics. The results of the study found non-significant effects for OER use in relationship to school performance in mathematics, and significant effects on math scores for the variables of student poverty, curriculum duration, and cohort size.

Article Notice – Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the second of four K-12 distance, online, and/or blended learning focused articles from that issue.

Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality

Keywords: e-learning platform, evaluation, functional suitability, open and distance education, learning theories

Abstract

This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform’s functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms’ functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers’ eight e-learning platforms’ and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-leaning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.

Article Notice – Are K–12 Teachers Ready for E-learning?

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the first of four K-12 distance, online, and/or blended learning focused articles from that issue.

Are K–12 Teachers Ready for E-learning?

  • Elif Polat Department of Computer Education and Instructional Technology; Hasan Ali Yucel Education Faculty, Istanbul University, Cerrahpasa, Istanbul
  • Sinan Hopcan Department of Computer Education and Instructional Technology; Hasan Ali Yucel Education Faculty, Istanbul University- Cerrahpasa, Istanbul
  • Ömer Yahşi Ministry of National Education, Ankara
Keywords: e-learning, readiness factor, teachers’ e-learning readiness, scale development, K-12 teachers

Abstract

Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.

May 2, 2022

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

Note this new issue alert.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

_______________

This email is generated by the journal system of the International Review of Research in Open and Distributed Learning (IRRODL). For information regarding this email or to unsubscribe, contact:

IRRODL Manager
International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada
irrodlmanager@athabascau.ca

The actual table of contents included several K-12 focused articles that should be of interest.

Vol. 23 No. 2 (2022)

 

Editorial

  • Editorial – Volume 23, Issue 2
    Constance Blomgren
    i-iii

Research Articles

  • Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings
    Jingjing Zhang, Yehong Yang, Elena Barberà, Yu Lu
    1-24
  • Effects of Online Self-Regulated Learning on Learning Ineffectiveness in the Context of COVID-19
    Wei He, Li Zhao, Yu-Sheng Su
    25-43
  • From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students
    Md Jais Ismail, Azu Farhana Anuar, Fung Chiat Loo
    44-62
  • “They Have to Combine the Future of the University and Their Own Future”: OpenCourseWare (OCW) Authoring as an Academic Practice in Spain
    Daniel Villar-Onrubia, Ph.D.
    63-85
  • Understanding the Relationship Among Self-efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education
    Mete Akcaoglu, Mustafa Ozturk Akcaoglu
    86-106
  • The Effects and Implications of Using Open Educational Resources in Secondary Schools
    Paul Harvey, John Bond
    107-119
  • Design and Validation of the Virtual Classroom Management Questionnaire A Case Study: Iran
    Mohsen Keshavarz, Zohrehsadat Mirmoghtadaie, Somayyeh Nayyeri
    120-135
  • Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality
    Maryna Zhenchenko, Oksana Melnyk, Yaroslava Prykhoda, Igor Zhenchenko
    136-150
  • Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study
    Anita Samuel, Dr. Simone C.O. Conceição
    151-169
  • Fine-tuned BERT Model for Large Scale and Cognitive Classification of MOOCs
    Hanane Sebbaq, Nour-eddine El Faddouli
    170-190
  • Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework
    Lintang Matahari Hasani, Harry Budi Santoso, Kasiyah Junus
    191-213
  • Are K–12 Teachers Ready for E-learning?
    Elif Polat, Sinan Hopcan, Ömer Yahşi
    214-241
  • Cross Validating a Rubric for Automatic Classification of Cognitive Presence in MOOC Discussions
    Yuanyuan Hu, Claire Donald, Nasser Giacaman
    242-260

Book Notes

  • Book Note: The Hidden Curriculum of Online Learning: Understanding Social Justice through Critical Pedagogy
    Alexandra Miller
    261-263
  • Book Review: Exploratory Programming in the Arts and Humanities
    Kelly Hammond
    264-266
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