Virtual School Meanderings

July 4, 2020

Turkish Online Journal of Distance Education – TOJDE – New Issue Published

As best I can tell, there are no K-12 distance, online, and/or blended learning items in this issue.

Dear User,

The 2020 issue of Turkish Online Journal of Distance Education is published. You can see it on

Best Regards,

Turkish Online Journal of Distance Education

June 3, 2020

Article Notice – Student Perceptions Of Their Interactions With Peers At A Cyber Charter High School

After receiving notice of my own article, I scanned the table of contents and also found this article.

Jered Borup, Shea Walters, Megan Call-Cummings


K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited—especially research examining students’ perceptions and experiences. Guided by the Adolescent Community of Engagement framework’s concept of peer engagement, this case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities—five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students’ perceptions an experiences regarding teachers, parents, and peers. This report only focuses on peers. Students found that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered.  The article concludes with recommendations for research and practice.


K-12 online learning, learner-learner interactions, peer engagement

Article Notice – Irrelevant, Overlooked, Or Lost? Trends In 20 Years Of Uncited And Low Cited K-12 Online Learning Articless

I received notice that an article I contributed to was published.

Karen Arnesen, Shea Walters, Michael K. Barbour, Jered Borup


In this study, we analyzed a subset of uncited or low cited articles from the data reported in Arnesen, Hveem, Short, West, and Barbour  (2019), who examined the trends in K-12 online learning articles from 1994 to 2016. We identified 62 articles that had 5 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 of K-12 online learning. 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 United States. The articles were also authored by  both well-known researchers in the field as well as a number of one-time authors. What we did not find were articles that were uninteresting, poorly researched, or irrelevant. 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 K-12 online learning, 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.


K-12, K-12 online learning, virtual school, cyber school, journal analysis

June 2, 2020

ETS TOC Alert: Journal Of Educational Technology & Society 2020, Vol. 23, No. 1

Like I say at some point most days these days (although a little less these past two weeks), I’m getting a backlog in items that I want to post, so I’ll start posting them more frequently for the rest of the day.

Another new journal issue – noticed the flipped learning article at the top.

Dear Subscriber,

The latest issue of “Journal of Educational Technology & Society” is now available on the ETS Journal Web Site.

The articles of the current issue is made available here. The following is the Table of Content of the issue:

Volume 23   Number 1,  2020

 Full Length Articles
 The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis
Lanqin Zheng, Kaushal Kumar Bhagat, Yuanyi Zhen and Xuan Zhang
 A Contribution-Oriented Self-Directed Mobile Learning Ecology Approach to Improving EFL Students’ Vocabulary Retention and Second Language Motivation
Zhuo Wang, Gwo-Jen Hwang, Zhaoyi Yin and Yongjun Ma
 Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality
Fang-Chuan Ou Yang, Fang-Ying Riva Lo, Jun Chen Hsieh and Wen-Chi Vivian Wu
 Student Game Design as a Literacy Practice: A 10-Year Review
Hsiu-Ting Hung, Jie Chi Yang and Yi-Chin Tsai
 Learning Tennis through Video-based Reflective Learning by Using Motion-Tracking Sensors
Chih-Hung Yu, Cheng-Chih Wu, Jye-Shyan Wang, Hou-Yu Chen and Yu-Tzu Lin
 Enhancing Post-secondary Writers’ Writing Skills with a Chatbot: A Mixed-Method Classroom Study
Michael Pin-Chuan Lin and Daniel Chang

Editorial Office,

Journal of Educational Technology and Society.
ET&S website:


May 19, 2020

LearnTechLib Table of Contents Alert: CITE Journal 20:1

No K-12 distance, online, and/or blended learning articles in this issue.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 20:1

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. 20 , No. 1 (March 2020)

Table of Contents

  1. Microcredentialing of English Learner Teaching Skills: An Exploratory Study of Digital Badges as an Assessment Tool

    Kerry Purmensky , University of Central Florida, ; Ying Xiong , University of Central Florida, ; Joyce Nutta , University of Central Florida, ; Florin Mihai , University of Central Florida, ; Leslie Mendez , University of Central Florida,


  2. Why and How Secondary Mathematics Teachers Implement Virtual Manipulatives

    Lindsay Reiten , University of Northern Colorado,


  3. Integrating Media Literacy in Social Studies Teacher Education

    Meghan Manfra , NC State University, ; Casey Holmes , NC State University,


  4. The PICRAT Model for Technology Integration in Teacher Preparation

    Royce Kimmons , Brigham Young University, ; Charles R. Graham , Brigham Young University, ; Richard E. West , Brigham Young University,


  5. Preservice Science Teachers’ Beliefs About Computational Thinking Following a Curricular Module Within an Elementary Science Methods Course

    J. Randy McGinnis , University of Maryland, ; Emily Hestness , University of Maryland, ; Kelly Mills , University of Maryland, ; Diane Ketelhut , University of Maryland, ; Lautaro Cabrera , University of Maryland, ; Hannoori Jeong , University of Maryland,


  6. Preparing English Teachers with Critical Media Literacy for the Digital Age

    Jeff Share , UCLA, ; Tatevik Mamikonyan , UCLA,


  7. Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation

    Daniel G. Krutka , University of North Texas, ; Nicole Damico , University of Central Florida,


  8. Fostering Preservice and In-service ELA Teachers’ Use of Digital Practices for Addressing Climate Change

    Richard Beach , University of Minnesota, ; George Boggs , Florida State University, ; Jill Castek , University of Arizona, ; James Damico , Indiana University, ; Alexandra Panos , University of South Florida, ; Renee Spellman , University of Arizona, ; Nance Wilson , Courtland State University,


  9. Editorial: Developing Critical Media Literacy Skills in the Digital Age

    Chrystalla Mouza , University of Delaware,


  10. Editorial: Technology Won’t Save Us – A Call for Technoskepticism in Social Studies

    Daniel G. Krutka , University of North Texas, ; Marie K. Heath , Loyola University Maryland, ; Lance E. Mason , Indiana University Kokomo,


  11. 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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