Virtual School Meanderings

July 13, 2018

IRRODL Volume 19, Issue 3

I don’t believe that there are any K-12 distance, online, and/or blended learning items here.

IRRODL Issue 19(3)
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Dear IRRODL readers,

We are delighted to bring you the third issue of 2018, another very full issue of 15 articles and 2 notes.  IRRODL continues to enjoy both a huge global readership and a huge volume of submissions. Two more issues will complete this year’s offerings!   Thank you for your support.


Vol 19, No 3 (2018)

Full Issue

View or download the full issue PDF

Table of Contents


Editorial – Volume 19, Issue 3
Dianne Conrad

Research Articles

Patrick Lowenthal, Chareen Snelson, Ross Perkins
Yuan Wang, Ryan Baker
Oleksandra Poquet, Vitomir Kovanović, Pieter de Vries, Thieme Hennis, Srećko Joksimović, Dragan Gašević, Shane Dawson
Khe Foon Hew, Chen Qiao, Ying Tang
Arul Chib, Reidinar Juliane Wardoyo
Janani Ganapathi
Stacie L Mason, Royce Kimmons
Robert Schuwer, Ben Janssen
Adrian Stagg, Linh Nguyen, Carina Bossu, Helen Partridge, Johanna Funk, Kate Judith
Emine Cabı
Joshua Weidlich, Theo J. Bastiaens
Mamoona Arshad, Muhammad Shakaib Akram
Adéle Bezuidenhout
Colin Pilkington
Siza D Tumbo, Nicholaus Mwalukasa, Kadeghe G Fue, Malongo R. S. Mlozi, Ruth Haug, Camilius Sanga

Research Notes

Jennifer Barker, Ken Jeffery, Rajiv Sunil Jhangiani, George Veletsianos
Emmanuel Béché
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June 6, 2018

[OLJ] New Online Learning Journal Issue Published

No K-12 distance, online, and/or blended learning items in this issue (and generally speaking there are never any in OLJ).

Dear Readers:

We recently published Issue 22:2 of Online Learning (OLJ).  This issue of
OLJ includes four articles from the National Research Center for Distance
Education and Technological Advancements (DETA) reporting on projects funded
under a grant from the U.S. Department of Education’s Fund for the
Improvement of Post-secondary Education (FIPSE).

The objective of the DETA Research Center is to advance student access and
success through evidence-based online learning practices and technologies
with an emphasis on assisting underrepresented individuals (e.g. Pell Grant
eligible, first-generation college, minorities, and students with
disabilities), through rigorous research.  This collection of articles
reflects that mission and was guest-edited by Dr. Tanya Joosten of the
University of Wisconsin Milwaukee, Co-Director of DETA.

This issue also includes 11 articles from our regular submission process.
These articles discuss a broad range of themes, including Massive Open
Online Courses (MOOCs), gamification, new approaches to online course
development, online discussion, and interaction. We also include a book
review in Section II of this issue.

Please read, discuss, and share these new studies and consider contributing
to the scholarly dialogue represented in OLJ.

Peter Shea, PhD
Editor: Online Learning
Associate Provost for Online Education  &
Associate Professor, Educational Theory and Practice
University at Albany, State University of New York
ED 114, 1400 Washington Ave, Albany, NY 12222

Online Learning
Vol 22, No 2 (2018)
Table of Contents

Special Issue: National Research Center for Distance Education and
Technological Advancements (DETA)
Introduction to Special Issue: National Research Center for Distance
Education and Technological Advancements (DETA)
Tanya Joosten
Do Student-Produced Videos Enhance Engagement and Learning in the Online
Denise Stanley, Jenny Zhang
Perceptions of the Persistent:  Engagement and Learning Community in
Underrepresented Populations
Wendy Athens
Exploring Best Practices for Online STEM Courses: Active Learning,
Interaction & Assessment Design
Baiyun Chen,    Kathleen Bastedo,       Wendy Howard
An Evaluation of Critical Thinking in Competency-Based and Traditional
Online Learning Environments
Matthew Mayeshiba,      Kay Jansen,     Lisa Mihlbauer

Section II
Introduction to Section II
Peter Shea
Instructional Strategies that Respond to Global Learners’ Needs in
Massive Open Online Courses
Trang Phan
Small Groups in a Social Learning MOOC (slMOOC):  Strategies for Fostering
Learning and Knowledge Creation
Marianne Krasny,        Bryce DuBois,   Mechthild Adameit,      Ronnie Atiogbe, Lukman
Baih,   Tergel Bold-erdene,     Zahra Golshani, Rodrigo
González-González,      Ishmael Kimirei,        Yamme Leung,    Lo Shian-yun,   Yue Yao
Meaningful gamification and students’ motivation: A strategy for
scaffolding reading material
Lynette Tan
Online Course Design and Development among College and University
Instructors:  An Analysis using Grounded Theory
Sally J. Baldwin,       Yu-Hui Ching,   Norm Friesen
Students’ Perceptions of Quality Across Four Course Development Models
Victoria S. Brown,      David Lewis,    Mario Toussaint
Educators’ Preparation to Teach, Perceived Teaching Presence, and Perceived
Teaching Presence  Behaviors in Blended and Online Learning Environments
Lisa E Gurley, PhD, RN, CNE, COI
Out-of-School Reading and Literature Discussion: An Exploration of
Adolescents’ Participation in Digital Book Clubs
Jamie Colwell,  Lindsay Woodward,       Amy Hutchison
A Generalizable Framework for Multi-Scale Auditing of Digital Learning
Provision in Higher Education
Samuel Robert Peter-James Ross, Veronica Elizabeth Volz,        Matthew K
Lancaster,      Aysha Divan
Undergraduate Kinesiology Students’ Experiences in Online Motor
Development Course
Takahiro Sato,  Justin A. Haegele
The Impact of Program-Wide Discussion Board Grading Rubric on Student and
Faculty Satisfaction
Brinda Kay McKinney

Book Review
Book review of Transactional Distance and Adaptive Learning
Susan Ko

Online Learning (OLJ)

May 25, 2018

LearnTechLib Table of Contents Alert: CITE Journal 18:1

No specific articles related to K-12 distance, online, and/or blended learning in this issue – but the open access nature of it might provide some useful tidbits for readers of this space.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 18:1

Dear Michael Barbour,

The latest issue of Contemporary Issues in Technology and Teacher Education is now available on LearnTechLib, the Learning & Technology Library.

Contemporary Issues in Technology and Teacher Education

Vol. 18 , No. 1 (March 2018)

Table of Contents

  1. Video in the Middle: Purposeful Design of Video-Based Mathematics Professional Development

    Nanette Seago , WestEd, ; Karen Koellner , Hunter College, City University of New York, ; Jennifer Jacobs , University of Colorado, Boulder,


  2. Analysis of Video-Based Training Approaches and Professional Development

    Serge Leblanc , Faculté d’éducation université Montpellier,


  3. Referentiality in Secondary Teachers’ Video Observation of Others’ Teaching

    Valérie Lussi Borer , University of Geneva, ; Alain Muller , University of Geneva, ; Simon Flandin , University of Geneva,


  4. Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience

    Christine Hamel , Université Laval, ; Anabelle Viau-Guay , Université Laval, ; Luc Ria , ENS-Lyon, ; Justine Dion-Routhier , Université Laval,


  5. Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event

    Brendan Calandra , Georgia State University, ; Laurie Brantley-Dias , Kennesaw State University, ; Johnathan Yerby , Georgia State University, ; Kadir Demir , Georgia State University,


  6. Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction

    Tara Barnhart , California State University, Fullerton, ; Elizabeth van Es , University of California, Irvine,


  7. Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation

    Rossella Santagata , University of California Irvine, ; Karen Taylor , University of California Irvine,


  8. The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education

    Cyrille Gaudin , University of Limoges, ; Sébastien Chaliès , University of Toulouse, ; Jérôme Amathieu , University of Toulouse,


  9. Editorial: Considering Experience to Advance Research in Video-Enhanced Teacher Learning

    Simon Flandin , University of Geneva, ; Valérie Lussi Borer , University of Geneva, ; Cyrille Gaudin , University of Limoges,


  10. Table of contents for this issue:

You will automatically be emailed the Table of Contents whenever a new issue of Contemporary Issues in Technology and Teacher Education is placed in the Digital Library.

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May 24, 2018

[Eurodl] Stay Connected With The EURODL Community!

For those that want to stay on top of open and distance learning in Europe.

Stay Connected!

The new EU legislation on General Data Protection Regulations (GDPR) will take effect on 25th of May. We value your privacy and want you to understand the choices and control you have over your information.

You have subscribed earlier to the EURODL mailing list. We hope our notifications on the Journal have been useful for you. If you wish to keep receiving e-mails from us about recent news, events and new developments in the filed of distance and e-learning and stay connected with the EURODL Community all around the world, DO NOT forget to click on the button below which will allow us to hold you on our e-mail list.


If we do not hear from you, you might no longer receive information from us that you want or need after May 25. Once you click the link, all you need to do is press SEND. You have the right to withdraw your consent at any time.

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

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May 10, 2018

[CJLT / RCAT] New Issue Published

No K-12 distance, online, or blended learning items in this issue.

Dear Readers,

The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie has published Volume 44, Number 1 (2018). This issue is available on our web site 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 your continued interest in our work,

CJLT Editors
University of Alberta & York University


Canadian Journal of Learning and Technology / La revue canadienne de lapprentissage et de la technologie
Vol 44, No 1 (2018)


Les natifs du numérique aux études : enjeux et pratiques | The Digital Natives in Education: Issues and Practices
Normand Roy, Alexandre Gareau, Bruno Poellhuber

Tablets and Trees: Equipping Forestry Students with Mobile Tools for Learning in and Out of Classroom | Des tablettes et des arbres: équiper les étudiants en foresterie d’outils mobiles pour apprendre en et hors de la salle de classe
Michael Paskevicius, Liesel Knaack

Une communauté de pratique en ligne pour accompagner le développement de pratiques enseignantes en soutien aux habiletés inférentielles chez les enfants de milieux défavorisés | An Online Community of Practice to Support the Development of Teaching Practices in Reading Comprehension
Amélie Desmeules, Christine Hamel, Marie-Catherine St-Pierre, Chantal

Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy | Apprendre avec des représentations multiples: l’infographie de presse comme outil cognitif pour l’apprentissage authentique en science
Engida Gebre

Les amis et le soutien comptent: Les compétences en littératies numériques d’élèves du secondaire en Ontario français | Friends and Support Matter: The Digital Literacies Skills and Needs of High School Students in Francophone Ontario
Megan Cotnam-Kappel
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie

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