Virtual School Meanderings

January 4, 2018

[CJLT / RCAT] New Issue Published

No K-12 distance, online and/or blended learning specific 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 43, Number 2
(2017). 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 43, No 2 (2017)


Styles de navigation sur un site Web chilien pour des enseignants
d’espagnol | Browsing Styles on a Chilean Web site for Teachers of Spanish
Sandra Meza Fernández, Pascal Marquet

Lecturer e-Training Program to Support University Teaching | Programme
d’e-formation pour les chargés de cours pour appuyer l’enseignement
Chan Chang Tik

Guitars and Makerspace: Examining the Experience of First Nations Students |
Guitares et laboratoires ouverts : examen de l’expérience d’élèves
des Premières Nations
Jay R Wilson, Marc Gobeil

Mon ami Google : une étude des pratiques des futurs enseignants du Québec
en recherche d’information | My friend Google: A study on the information
seeking process of Quebec’s pre-service teachers
Gabriel Dumouchel, Thierry Karsenti

Remote assistive technology training in Newfoundland and Labrador’s rural
schools: Is there a need? | Perceptions des enseignants quant au besoin de
formation en technologie d’assistance dans les écoles rurales de
Terre-Neuve et du Labrador
Kimberly Maich, Tricia Van Rhijn, Heather Woods, Kimberly Brochuhu
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie

December 12, 2017

[OLJ] New Online Learning Journal Issue Published

Note the K-12 online learning item below.

Dear Readers:

The latest issue of Online Learning features a special section of high quality papers presented at the American Education Research Association’s (AERA) 2017 Annual Conference.  Founded more than a century ago, AERA is the premier organization for educational research in the United States with more than 25,000 members, 12 divisions and numerous special interest groups.  The Association’s Special Interest Group on Online Teaching and Learning (SIG-OTL) is a multi- disciplinary community of scholars focused on the creation, use, and evaluation of online learning environments.    Through a collaboration between the Online Learning Consortium and AERA this issue highlights 11 papers selected from more than 100 original submissions to the SIG-OTL.

These papers include research on online collaboration from the perspectives of minority students and instructors, how perceptions of communities are influenced by course length and discussion facilitation, and on the relationship between self-reflection and achievement in online K-12 math courses. The issue also contains 6 articles from our regular submission process addressing vital issues related to online learning processes, motivation, satisfaction, and performance.

We invite you to review the issue here

Thanks for your continuing interest in Online Learning,


Peter Shea, PhD
Editor, Online Learning

Online Learning
Vol 21, No 4 (2017)
Table of Contents

Special Conference Issue: AERA Online Teaching and Learning SIG
Karen Swan,     Jennifer Richardson
Online collaborative learning activities: The perspectives of minority
graduate students
Alex Kumi-Yeboah,       James Dogbey,   Guangji Yuan
Care, Communication, Support: Core for Designing Meaningful Online
Collaborative Learning
Heather A. Robinson,    Whitney Kilgore,        Scott J. Warren
Student Actions and Community in Online Courses: The Roles Played By Course
Length and Facilitation Method
Carrie Demmans Epp,     Krystle Phirangee,      Jim Hewitt
Self-Reflection and Math Performance in an Online Learning Environment
Jinnie Choi,    Alyssa Walters, Pat Hoge
Describing K-12 online teachers’ online professional development
opportunities for students with disabilities
Mary Frances Rice
Best Practices Framework for Online Faculty  Professional Development: A
Delphi Study
Sandra Coswatte Mohr,   Kaye Shelton
Examining Distance Learners in Hybrid Synchronous Instruction:  Successes
and Challenges
Enilda Romero-Hall,     Cristiane Rocha Vicentini
Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated
Benjamin William Gleason,       Christine Greenhow
Live Synchronous Web Meetings in Asynchronous Online Courses:
Reconceptualizing Virtual Office Hours
Patrick R. Lowenthal,   Joanna C Dunlap,        Chareen Snelson
Wherefore Art Thou MOOC: Defining Massive Open Online Courses
Stephanie J Blackmon,   Claire H. Major
How Much Does Student Engagement with Videos and Forums in a MOOC Affect
Their Achievement?
Fernanda Cesar Bonafini,        Chungil Chae,   Eunsung Park,   Kathryn Weed Jablokow

Section II
Introduction to Section II
Peter Shea
Student Predisposition to Instructor Feedback and Perceptions of Teaching
Presence Predict Motivation Toward Online Courses
Andrew William Cole,    Christopher Anderson,   Thomas Bunton,  Maura R.
Cherney,        Valerie Cronin Fisher,  Richard Draeger, Jr.,   Michelle
Featherston,    Laura Motel,    Kristine M. Nicolini,   Brittnie Peck,  Mike Allen
A Critical Analysis of Characteristics that Influence the Effect of
Instructor Discussion Interaction on Student Outcomes
Rebecca Simon Hoey
Pre- and inservice teacher satisfaction with online collaborative mentoring
for technology integration: Applying the Kano quality attributes
Helga Dorner,   Swapna Kumar
Correlation between Grades Earned and Time in Online Courses
Lin Carver,     Keya Muhkerjee, Robert Lucio
Navigating Turn-Taking and Conversational Repair in an Online Synchronous
Yvonne Earnshaw
Thematic Patterns in International Blended Learning Literature, Research,
Practices, and Terminology
Kristian J Spring,      Charles R Graham

Online Learning (OLJ)

December 1, 2017

IRRODL Announcement

Note this latest issue – no K-12 distance, online, and/or blended learning articles.

IRRODL Issue 18(7)
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As 2017 draws to a close, we are delighted to offer you this IRRODL issue with articles on mobile learning, OER, MOOCs, and other subjects in our field.


Vol 18, No 7 (2017)

Full Issue

View or download the full issue PDF

Table of Contents


Editorial – Volume 18, Issue 7
Rory McGreal

Research Articles

Greig Krull, Josep M. Duart
Ruth Aluko
Hulya Avci, Tufan Adiguzel
Levent Cetinkaya
Vivien Rolfe
Santosh Panda, Sujata Santosh
Folashade Afolabi
Tarah K. Ikahihifo, Kristian J. Spring, Jane Rosecrans, Josh Watson
Inés Gil-Jaurena, Javier Callejo-Gallego, Yolanda Agudo
Tian Luo, Alexander Murray, Helen Crompton
Karel Kreijns, Marjan Vermeulen, Hans van Buuren, Frederik Van Acker
Dianne Forbes
Hanna Teräs, Ümit Kartoğlu
Marshall P. Thomas, Selen Türkay, Michael Parker
Mik Fanguy, Jamie Costley, Matthew Baldwin
Emilio Ferreiro Lago, Sara Osuna Acedo

Field Notes

Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities
Rory McGreal
You are receiving this email because you subscribed to the International Review of Research in Open and Distributed Learning.
Our mailing address is:
Athabasca University
International Review of Research in Open and Distributed Learning (IRRODL)
1 University Drive
Athabasca, AB  T9S 3A3

November 29, 2017

[JOFDL] New Notification From Open Journals on Ako Aotearoa

Note this new issue of a K-12 friendly journal.

Journal of Open, Flexible and Distance Learning
You have a new notification from Open Journals on Ako Aotearoa:

An issue has been published.


Alison Fields

November 14, 2017

LearnTechLib Table of Contents Alert: CITE Journal 17:3

Another item from AACE from this past weekend.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 17:3

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. 17 , No. 3 (September 2017)

Table of Contents

  1. Flipping Preservice Elementary Teachers’ Mathematics Anxieties

    Anthony Dove , Radford University, ; Emily Dove , Radford University,


  2. Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses

    Sheri Vasinda , Oklahoma State University, ; Di Ann Ryter , Fort Lewis College, ; Stephanie Hathcock , Oklahoma State University, ; Qiuying Wang , Oklahoma State University,


  3. Three Social Studies Teachers’ Design and Use of Inquiry Modules

    Emma Thacker , James Madison University, ; Adam Friedman , Wake Forest University,


  4. Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum

    Deepika Menon , Towson University, ; Meera Chandrasekhar , University of Missouri-Columbia, ; Dorina Kosztin , University of Missouri-Columbia, ; Douglas Steinhoff , University of Missouri-Columbia,


  5. A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

    Doron Zinger , University of California, Irvine, ; Ashley Naranjo , Smithsonian Center for Learning and Digital Access, ; Isabel Amador , University of California, Irvine, ; Nicole Gilbertson , University of California, Irvine, ; Mark Warschauer , University of California, Irvine,


  6. Editorial: Beyond Standalone Educational Technology Coursework: K-16 Teacher Preparation Strategies

    Chrystalla Mouza , University of Delaware,


  7. Commentary: UCEA CASTLE Response to “An Interview With Joseph South”

    Scott McLeod , University of Colorado Denver, ; Jayson W. Richardson , San Diego State University,


  8. Commentary: A Response to an Interview With Joseph South by the Teacher Education and Technology and Media Divisions of the Council for Exceptional Children

    Marcia L. Rock , The University of North Carolina at Greensboro, ; Sean Smith , University of Kansas, ; Cathy Newman Thomas , Texas State University, ; Kelley Regan , George Mason University, ; Eleazar Vasquez III , University of Central Florida, ; Michael Kennedy , University of Virginia, ; Lisa Dieker , University of Central Florida, ; Anya Evmenova , George Mason University, ; Cindy Okolo , Michigan State University, ; Margaret Bausch , University of Kentucky,


  9. 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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