Virtual School Meanderings

January 3, 2022

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

I received this issue notification.

 
 

Dear User,

The 2022 issue of Turkish Online Journal of Distance Education is published. You can see it on https://dergipark.org.tr/tr/pub/tojde/issue/67387

Best Regards,

Turkish Online Journal of Distance Education

 

©2021 DergiPark | Her hakkı saklıdır.

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The actual table of contents, which includes several K-12 focused items, includes:

Articles

Editoryal

1. FROM THE EDITOR

Araştırma Makalesi

2. EXPLORING UNIVERSITY STUDENTS’ LEARNING EXPERIENCES IN THE COVID-19 SEMESTER THROUGH THE COMMUNITY OF INQUIRY FRAMEWORK

Araştırma Makalesi

3. THE IMPACT OF THE COVID-19 PANDEMIC ON AUDIOLOGY STUDENTS IN TURKEY: E-LEARNING, KNOWLEDGE OF TELEAUDIOLOGY, PSYCHOLOGICAL AND SOCIAL STATUS AND PERSONAL DEVELOPMENT

Araştırma Makalesi

4. IMPLEMENTATION OF ONLINE LEARNING PROGRAM IN MIGRANT COMMUNITY: TEACHERS’ CHALLENGES AND SUGGESTIONS

Araştırma Makalesi

5. IMPLEMENTATION OF BLENDED LEARNING IN ENGLISH AS A LINGUA FRANCA (ELF)-AWARE PRE-SERVICE TEACHER EDUCATION

Araştırma Makalesi

6. A SWOT ANALYSIS ON ACCEPTANCE OF MOOC IN MALAYSIAN HIGHER EDUCATION: THE LEARNERS’ PERSPECTIVE

Araştırma Makalesi

7. EXPLORING SELF REGULATED ONLINE LEARNING SKILLS OF EFL LEARNERS IN DISTANCE EDUCATION

Araştırma Makalesi

8. A PLS-SEM APPROACH TO UNDERSTAND ARCS, MCCLELLANDS, AND SDT FOR THE MOTIVATIONAL DESIGN OF ONLINE LEARNING SYSTEM USAGE IN HIGHER EDUCATION

Araştırma Makalesi

9. TEACHERS’ PERCEPTIONS OF CULTURALLY APPROPRIATE PEDAGOGICAL STRATEGIES IN VIRTUAL LEARNING ENVIRONMENTS: A STUDY IN COLOMBIA

Araştırma Makalesi

10. ONLINE EDUCATION EXPERIENCES OF THE STUDENTS STUDYING IN HEALTH CARE DEPARTMENTS DURING THE COVID-19 PANDEMIC

Araştırma Makalesi

11. OBSTACLES TO EFFECTIVE USE OF E-LEARNING IN HIGHER EDUCATION FROM THE VIEWPOINT OF FACULTY MEMBERS

Araştırma Makalesi

12. THE PSYCHOLOGICAL AND SOCIAL EFFECTS OF DISTANCE EDUCATION FROM THE VIEWPOINTS OF STUDENTS’ GUARDIANS

Araştırma Makalesi

13. CHEATING IN ONLINE LEARNING PROGRAMS: LEARNERS’ PERCEPTIONS AND SOLUTIONS

Araştırma Makalesi

14. DETERMINING STUDENT TEACHERS’ RATES OF PLAGIARISM DURING THE DISTANCE EDUCATION AND INVESTIGATING POSSIBLE REASONS FOR PLAGIARISM

Araştırma Makalesi

15. DISTANCE EDUCATION EXPERIENCES OF MIDDLE SCHOOL 7th GRADE STUDENTS IN THE TURKEY DURING COVID-19 PANDEMIC: VIRTUAL MUSEUM EXAMPLE

Kitap İncelemesi

16. BOOK REVIEW: LEARNING THROUGH ASSESSMENT: AN APPROACH TOWARDS SELF-DIRECTED LEARNING

Kitap İncelemesi

17. BOOK REVIEW: HANDBOOK OF RESEARCH ON EMERGING PEDAGOGIES FOR THE FUTURE OF EDUCATION: TRAUMA-INFORMED, CARE, AND PANDEMIC PEDAGOGY

January 2, 2022

[HT] New notification from Human Technology

A new issue alert from these folks.

You have a new notification from Human Technology:

An issue has been published.

Link: https://ht.csr-pub.eu/index.php/ht/issue/current

Yuriy Bilan

________________________________________________________________________
Human Technology

The table of contents reads:

Vol. 17 No. 3 (2021)

Published: 2021-12-31

Description

December 2021, pp. 190-293

Guest Editor’s Introduction

  • When technology use causes stress: Challenges for contemporary research

    Paweł Jurek, Kristiina Korjonen‐Kuusipuro, Michał Olech
    190–196

Articles

  • Perceived technostress while learning a new mobile technology: Do individual differences and the way technology is presented matter?

    Paweł Jurek, Michał Olech, Hanna Brycz
    197–212
  • The temporal inference with the use of ant-based clustering algorithm and flow graphs in the problem of prognosing complications of medical surgical procedures

    Arkadiusz Lewicki, Krzysztof Pancerz, Leszek Puzio
    213–234
  • Added value of motion capture technology for occupational health and safety innovations

    Slawomir Winiarski, Dorota Molek-Winiarska, Barbara Chomątowska, Tomasz Sipko, Mykola Dyvak
    235–260
  • Are you there? Presence in collaborative distance work

    Merja Bauters, Jana Pejoska, Eva Durall, Katri Saarikivi, Valtteri Wikström, Mari Falcon, Silja Martikainen
    261-293

I thought that the item on distance work might be of particular interest to teachers and administrators in online environments.

November 29, 2021

Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research

Authors

  • Pamela Beach, Queen’s University
  • Elena Favret, Queen’s University
  • Alexandra Minuk, Queen’s University

DOI:

https://doi.org/10.21432/cjlt27948

Keywords:

online learning, teacher professional development, review

ABSTRACT

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

AUTHOR BIOGRAPHIES

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

November 26, 2021

[CJLT] New notification from Canadian Journal of Learning and Technology

See the notice for this new issue of CJLT.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol. 47 No. 2 (2021)

PUBLISHED: 2021-11-24

EDITORIAL

  • Sawsen Lakhal, Martha Cleveland-Innes

NOTES

  • Attentional Literacy as a New Literacy: Helping Students Deal with Digital Disarray

    Mark Pegrum, Agnieszka Palalas

ARTICLES

  • The Knowledge Building International Project as an Innovative Learning Environment

    Josep Gallifa, Mireia Montané, Sandra Lund, Carme Amorós, Mercè Bernaus, Mercè Gisbert, Francesc Martínez-Olmo
  • Computerized Vocabulary Assessment in Children 8-11 Years

    Jean Ecalle, Nicolas Bailloud, Emilie Dujardin, Annie Magnan
  • Analysis of Facebook in the Teaching-Learning Process about Mathematics Through Data Science

    Ricardo-Adán Salas-Rueda
  • Online Teacher Professional Development in Canada: A Review of the Research

    Pamela Beach, Elena Favret, Alexandra Minuk
  • Evaluating Teachers’ Learning, Perceptions, and Cultural Differences Following Professional Development for Early Literacy Software

    Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ

November 25, 2021

Article Notice – “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

I mentioned this article in yesterday’s entry entitled [IRRODL] New notification from The International Review of Research in Open and Distributed Learning, and I wanted to highlight it specifically today.

“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

  • Felipe Augusto de Mesquita Comelli – Research Group on Public Policies in Education, Metropolitan University of Santos
  • Michel da Costa – Research Group on Public Policies in Education, Metropolitan University of Santos
  • Elisabeth dos Santos Tavares – Research Group on Public Policies in Education, Metropolitan University of Santos
Keywords: affective field, affective fatigue, discursive textual analysis, face-to-face class

Abstract

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.

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