SITE 2020 – Better Supporting Online And Blended Students Through Academic Communities Of Engagement

My colleague, Jered Borup, shared the YouTube video of the presentation that was done on the conceptual framework that he has been developing over the past few years.

You can access the journal article that this session was based on by clicking here.

SITE 2020 – A Newcomer’s Lens: A Look At K-12 Online And Blended Learning In The Journal Of Online Learning Research

This past week the 2020 annual conference of the Society for Information Technology and Teacher Education was held virtually.  I didn’t attend, but since both presentations I was involved in were done in an asynchronous format, I figured it was worth sharing them here for a broader audience.  Yesterday I posted the first presentation, today I want to post the second one, which was…

A Newcomer’s Lens: A Look at K-12 Online and Blended Learning in the Journal of Online Learning Research

ID: 56448Type: Virtual Paper

1. Min Hu and Karen Arnesen, Brigham Young University, United States
2. Michael K. Barbour, Touro University California, United States
3. Heather Leary, Brigham Young University, United States

Abstract: In this study, the authors analyzed 51 articles published between 2015 and 2018 inclusive in the Journal of Online Learning Research (JOLR). The purpose of this study was to examine the trends regarding article topics, geography, research methods and article types, authorship, and citation frequency. The results indicated that JOLR gave additional attention to K-12 blended learning; compared to the field overall. Another common topic was professional development, with one special issue and the majority of top-cited articles related to this topic. Most of the studies were conducted in the United States, by researchers also located in the US. Finally, more than half of the studies employed inferential and interpretive methods. Future research is needed to examine if the trends from this study continue over a more extended period and if these results reflect the development of and change in the field of K-12 online and blended learning.

Topic

• K-12 Online Learning

The presentation is available at:

You can see a list of all of the K-12 distance, online, and blended learning sessions here.

SITE 2020 – Irrelevant, Overlooked, Or Lost? Trends In 20 years Of Uncited And Low Cited K-12 Online Learning Articles

This past week the 2020 annual conference of the Society for Information Technology and Teacher Education was held virtually.  I didn’t attend, but since both presentations I was involved in were done in an asynchronous format, I figured it was worth sharing them here for a broader audience.  The first was…

Irrelevant, overlooked, or lost? Trends in 20 years of uncited and low cited K-12 online learning articles

ID: 56438Type: Virtual Paper

1. Karen Arnesen, Brigham Young University, United States
2. Shea Walters, George Mason University, United States
3. Michael Barbour, Touro University California, United States
4. Jered Borup, George Mason University, United States

Abstract: We analyzed the uncited or low cited articles from Arnesen et al. (2019), who examined the trends in K-12 online learning articles from 1994 to 2016. We identified 62 articles that had five or fewer citations, and analyzed them for trends in authorship, publication outlets, dates of publication, and topics that could help explain their low citation numbers. We also analyzed topics to see what contribution they might have made and can still make to the field. We found that the majority of these articles had been published in many different, less well-known journals. We also found that these articles may have attracted fewer readers because they addressed topics that seemed to have a narrow focus, often outside of the US. The articles were also authored by both well-known researchers and one-time authors. What we did not find were uninteresting, poorly researched, or irrelevant articles. Many of the articles described and discussed programs that grappled with and overcame some of the same challenges online learning still faces today: issues of interaction, community, technology, management, etc.. Some of the early articles gave interesting insights into the history of the field, especially as it involved rural learners and programs. Others addressed less mainstream but still interesting topics such as librarians in online learning, cross-border AP history classes, policies that helped or hindered the growth of online learning, and practical considerations of cost and access.

Topic

• K-12 Online Learning

The presentation is available at:

You can see a list of all of the K-12 distance, online, and blended learning sessions here.

K-12 Online Learning

Note the K-12 Online Learning SIG’s business meeting is tomorrow.  Maybe the SIG leadership will open this up to everyone, and not just those that paid the ~$250 virtual registration fee, to attend.

Society for Information Technology & Teacher Education

Dear Michael Barbour,

We are looking forward to seeing you at SITE 2020 Online!

The K-12 Online Learning SIG Meeting is 4:15-5:15 ET on Wednesday, April 8th. Please join us!

Please review the schedule to see the live and virtual sessions offered this year: https://academicexperts.org/conf/site/2020/

Sincerely,
K-12 Online Learning Chairs
Cecil R Short and Jacqueline Zweig

SITE 2020 And K-12 Online Learning

So the 2020 annual conference of the Society for Information Technology and Teacher Education begins today – although in a virtual, fee-based format.  In looking over the conference program, here at the K-12 distance, online, and blended learning sessions I was able to identify (which is actually quite easy, given you have the “K-12 Online Learning” SIG which you can search for, and then do a bit of additional searching based on common phrases.  Anyway, this is what I came up with…

Tuesday, April 7

• W2: Get Outside Your LMS! Engagement Strategies for Online Instruction

  10:00 AM-12:00 PM

  1.  Todd Cherner, The University of North Carolina at Chapel Hill, United States
  2.  Jeremy Dickerson, The University of North Carolina at Wilmington, United States
  3.  Alex Fegely, Coastal Carolina University, United States

Wednesday, April 8

• Powering New Teachers’ Potential to Thrive: Teacher Recruitment and First-Year Success within the ThriveCast Connected Growth Platform

  11:15 AM-12:15 PM

  Room: Innovators Playground & Workshops – M

  1.  Sasha Barab, Arizona State University, United States
  2.  Anna Arici, Arizona State University, Center for Games and Impact, United States

• Adapting Ed Tech Usage Recommendations to Enhance Academic Outcomes of Disadvantaged Students

  5:45 PM-7:00 PM

  Room: Keynote & Invited Speakers Room

  1.  Andrew Berrett, Imagine Learning, United States
  2.  Assunta Hardy, Imagine Learning, United States
  3.  Joyce Zhang, Imagine Learning, United States

Thursday, April 9

• A Review of Online Computer Science Learning Environments for High School Students

  11:15-11:30 AM

  Room: Virtual Room 6

  1.  Christopher Smith, Louisiana Tech University, United States
  2.  Lorraine Jacques, Louisiana Tech University, United States

• Exploring Teachers’ Perceptions of Quality K-12 Blended and Online Learning

  11:30-11:45 AM

  Room: Virtual Room 6

  1.  Dawn Hathaway, George Mason University, United States
  2.  Tareque Mehdi, George Mason University, United States

• Experiences and Perspectives of Personalization as a Blended Teaching Pedagogy from Preservice Teachers in a K-12 Blended Teaching Course

  11:45 AM-12:00 PM

  Room: Virtual Room 6

  1.  Cecil R Short, Brigham Young University, United States
  2.  Karen Arnesen, Brigham Young University, United States
  3.  Charles Graham, Brigham Young University, United States
  4.  Douglas Archibald, Brigham Young University, United States

• Practice of Narrative Approach using e-learning in Cross-Cultural Understanding Education

  1:45 PM-2:00 PM

  Room: Bacchus

  1.  Yohei Yamamoto, KIBI Inc., Japan

• Exploring Middle School Students’ Ideas about a Chemical Reaction Using Visual Models and Written Explanations

  3:00-3:15 PM

  Room: Virtual Room 5

  1.  Kihyun Ryoo, University of North Carolina at Chapel Hill School of Education, United States
  2.  Sarah Chiavacci, University of North Carolina Chapel Hill, United States

• Using CAI with Fidelity: Impacts on Literacy Skills of Kindergarten Students Across Demographics

  3:00-3:15 PM

  Room: Virtual Room 6

  1.  Haya Shamir, Waterford Institute, United States
  2.  David Pocklington, Waterford Institute, United States
  3.  Kathryn Feehan, Waterford Institute, United States
  4.  Erik Yoder, Waterford Institute, United States

• Long-term Effects of CAI in Early Education: Evidence from Three Districts

  3:15-3:30 PM

  Room: Virtual Room 6

  1.  Haya Shamir, Waterford Institute, United States
  2.  David Pocklington, Waterford Institute, United States
  3.  Erik Yoder, Waterford Institute, United States
  4.  Kathryn Feehan, Waterford Institute, United States

Friday, April 10

• Best Practices in Blended Practice: A Thematic Analysis of Blended Teaching Artifacts

  11:15-11:30 AM

  Room: Virtual Room 4

  1.  Cecil R Short, Brigham Young University, United States
  2.  Emily Sabey, Brigham Young University, United States

• Exploring Blended Learning Perceptions Among International Secondary Educators

  11:30-11:45 AM

  Room: Virtual Room 4

  1.  Leanna Archambault, Arizona State University, United States
  2.  Medha Dalal, Arizona State University, United States

• Emotion Analysis for Discussion Board Posts

  2:45 PM-3:45 PM

  Room: Virtual Room 7

  1.  Tuba Ketenci, Georgia Institute of Technology, United States
  2.  Krishna Kumar, Grady High School, United States
  3.  Min Kim, Georgia State University, United States

• A Newcomer’s Lens: A Look at K-12 Online and Blended Learning in the Journal of Online Learning Research

  None

  1.  Min Hu, Brigham Young University, United States
  2.  Karen Arnesen, Brigham Young University, United States
  3.  Michael K. Barbour, Touro University California, United States
  4.  Heather Leary, Brigham Young University, United States

• Better Supporting Online and Blended Students Through Academic Communities of Engagement

  1.  Jered Borup, George Mason University, United States
  2.  Charles R. Graham, Brigham Young University, United States
  3.  Richard E. West, Brigham Young University, United States
  4.  Leanna Archambault, Arizona State University, United States
  5.  Kristian Spring, Brigham Young University, United States

• Creating Virtual Learning Experiences

  1.  Shadow Armfield, Northern Arizona University, United States
  2.  Hoda Harati, Northern Arizona University, United States
  3.  Michael Blocher, Northern Arizona University, United States
  4.  Laura Blocher, Northern Arizona University, United States

• Culturally Responsive Teaching Toolbox

  1.  Letitia Bergantz, Athens State University, United States
  2.  Mark Gale, Athens State University, United States

• Education without tariffs: A synchronous educational collaborative between China and the United States

  1.  David Brown, The University of Tulsa, United States
  2.  Justin M. McCrackin, Oklahoma State University, United States
  3.  Melissa Stirling, Holland Hall Preparatory School, United States
  4.  Janet Cairns, The University of Tulsa, United States

• Educational Technology Trend Through the Analysis of Past SITE Presentations

  None

  1.  Miri Chung, Metropolitan State University of Denver, United States
  2.  Hsin-Te Yeh, Metropolitan State University of Denver, United States

• Engineering of Teacher Learning in Online Mathematics Methods Course using Video-based Didactical Chess Technique

  1.  Mourat Tchoshanov, University of Texas at El Paso, United States
  2.  Elena Ibragimova, Kazan Federal University, Russian Federation
  3.  Liliya Bakulina, Kazan Federal University, Russian Federation
  4.  Gusein Ibragimov, Kazan Federal University, Russian Federation

• How and Why Educators use HyperDocs: What Teacher Educators Should Know

  None

  1.  Tim Green, California State University, Fullerton, United States
  2.  Torrey Trust, University of Massachusetts Amherst, United States
  3.  Jeff Carpenter, Elon University, United States

• Irrelevant, overlooked, or lost? Trends in 20 years of uncited and low cited K-12 online learning articles

  1.  Karen Arnesen, Brigham Young University, United States
  2.  Shea Walters, George Mason University, United States
  3.  Michael Barbour, Touro University California, United States
  4.  Jered Borup, George Mason University, United States

• Planning to Succeed with Digital Portfolios

  1.  Barbara Hall, Northcentral University, United States
  2.  Miranda Regnitz, Northcentral University, United States

• Research on the Application of E-schoolbag from Four-year Data

  1.  Ying Xu, East China Normal University, China

• The effectiveness of the blended learning approach on digital literacy of middle school students with different daily Internet usage patterns

  None

  1.  Hsiao-Ping Hsu, School of STEM Education, Innovation & Global Studies, Dublin City University, Ireland
  2.  Joan Hughes, Department of Curriculum and Instruction, The University of Texas at Austin, United States

Virtual Papers

• Emotion and Online Learning

  1.  Ileana Torres, The Chicago School of Professional Psychology, United States
  2.  Jessica Evans, The Chicago School of Professional Psychology, United States

• Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature

  1.  Brianne Jackson, Virginia Commonwealth University, United States
  2.  W. Monty Jones, Virginia Commonwealth University, United States

• Supporting student success through predictive analytics: Preparing to intervene

  1.  Kerry Rice, Boise State University, United States
  2.  Andy Hung, Boise State University, United States

• The effects of using digital literacy in the elementary classroom

  1.  Adel Al-Bataineh, Illinois State University, United States
  2.  Chelsea Batty, Illinois State University, United States
  3.  Molly Maubach, Illinois State University, United States
  4.  Justin Steve, Illinois State University, United States

I’ll be honest and say that I’m said to be missing on some of these topics.  Unfortunately, my university isn’t funding any conferences right now and I’m not shelling out the $250 from my own pocket.  Just wished SITE, as the “friendly society,” had taken their lead from AERA on he pricing issue.