Virtual School Meanderings

December 16, 2018

[JOFDL] New Issue Published

One for my Kiwi readers to begin their week.  I don’t believe there are any K-12 distance, online, and/or blended learning items in this issue.

Journal of Open, Flexible and Distance Learning
http:/www.jofdl.nz
Readers:

Journal of Open Flexible and Distance Learning has just published its latest
issue at http://www.jofdl.nz/index.php/JOFDL. We invite you to review the
Table of Contents here and then visit our web site to review articles and
items of interest.

Thanks for the continuing interest in our work.

Dr. Maggie Hartnett
JOFDL Associate Editor
Massey University
m.hartnett@massey.ac.nz

December 12, 2018

Article Notice – Preparing Social Studies Teachers And Librarians For Blended Teaching

This was referenced earlier in the week through a couple of my open scholarship networks.

Preparing Social Studies Teachers and Librarians for Blended Teaching

by Mark Stevens, George Mason University; Jered Borup, George Mason University; & Michael K. Barbour, Touro University, California

Abstract

Blended learning has grown rapidly in K-12 schools and is commonly seen as a potential vehicle to make learning more student centered by providing students with some level of control over their learning pace and path. As a result, blended learning is most likely to have a transformative effect when it is paired with constructivist learning strategies, such as guided inquiry, that emphasize student choice. In the research described in this paper, the authors examined one school district’s year-long professional development efforts to prepare social studies teachers and school librarians to design and facilitate blended learning units. They conducted 11 interviews with six participants and two focus groups with seven participants. Based on their analysis of the interview and focus group transcripts, they found that the professional development was effective at improving participants’ blended teaching knowledge, skills, and perceptions. Participants valued the facilitators’ feedback and modeling. They also found their interactions and collaborations with other participants to be valuable when attempting to apply their learning to their classrooms. Actually facilitating units with their own students resulted in the largest impact on their perceptions of blended learning.

December 11, 2018

Article Notice – Exploring The Impact Of Small-Group Synchronous Discourse Sessions In Online Math Learning

I also noticed that this K-12 online learning article was in the same issue.

Jinnie Choi, Alyssa Walters

Abstract

Students in a fully-online learning environment have limited access to opportunities to talk about math problem solving. While discourse is a promising pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully-online virtual elementary schools in the United States to address the following research questions: (a) Is participating in math discourse about reasoning and problem-solving related to students’ confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The results showed that (a) repeated participation in the discourse sessions in a course was not directly related with changes in confidence, self-efficacy toward math, and math mindset, and (b) higher numbers of sessions that students participated in was associated with higher performance in final math course score and state assessment results, after controlling for prior performance and confidence, self-efficacy and mindset scores.

Keywords

math discourse; mathematics instruction; online learning

Full Text:

PDF

Article Notice – Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning For Students With Disabilities

This article was referenced in one of the open scholarship alerts yesterday.

Mary Frances Rice

 

Abstract

As more students with disabilities in K-12 settings enroll in online courses, virtual schools and programs are working make courses accessible through stronger course design. When course designers approach the issue of accessibility, they must comply with legal requirements and mitigate the challenges many students with disabilities face for literacy and learning. These challenges include less well-developed content vocabulary and background knowledge, as well as inefficient skills and strategies for engaging with and comprehending online text. This study describes phenomenological research where course designers worked to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Four strategies for promoting accessibility emerged as findings: (1) composing clear articulations of learning outcomes; (2) promoting personalized and contextualized learning, and; (3) planning for visual and audio representation of concepts. However, course designers may need additional support for addressing the interplay between literacies that promote access and accessibility features that promote literacies.

Keywords

K12 online course design, collaborative online course design, instructional design for students with disabilities, course design literacies, accessibility in online courses

Full Text:

PDF

December 8, 2018

LearnTechLib Table Of Contents Alert: CITE Journal 18:3

I don’t believe there are any K-12 distance, online, and/or blended learning articles in this issue.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 18:3

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. 18 , No. 3 (September 2018)

Table of Contents

  1. Preservice Teachers’ Creation of Dynamic Geometry Sketches to Understand Trigonometric Relationships

    Aaron Brakoniecki , Boston University, ; Julie Amador , University of Idaho, ; David Glassmeyer , Kennesaw State University,

    Abstract: https://www.learntechlib.org/p/174197/

  2. A Critical Metaphor Analysis of Educational Technology Research in the Social Studies

    Lance Mason , Indiana University Kokomo,

    Abstract: https://www.learntechlib.org/p/174375/

  3. A Window into the Classroom: Examining the Use of Virtual Classrooms in Teacher Education

    Pamela Beach , Queen’s University, ; Rhonda Martinussen , University of Toronto, ; Daniel Poliszczuk , University of Toronto, ; Dale Willows , University of Toronto,

    Abstract: https://www.learntechlib.org/p/174919/

  4. Youth Views of Science and Engineering in a Program for Preparing Teachers to Use Educational Technology in STEM

    Stephen Adams , California State University, Long Beach, ; Paul Burns , California State University, Long Beach, ; Lisa Martin-Hansen , California State University, Long Beach,

    Abstract: https://www.learntechlib.org/p/180398/

  5. Supervisor Learning through Collaborative Video Inquiry: It’s Not Just for Teacher Candidates

    Laura Baecher , Hunter College, CUNY, ; Sherryl Browne Graves , Hunter College, CUNY, ; Fatma Ghailan , Hunter College, CUNY,

    Abstract: https://www.learntechlib.org/p/182321/

  6. Editorial: The Role of Teachers in Teaching and Learning With Technology

    Chrystalla Mouza , University of Delaware,

    Abstract: https://www.learntechlib.org/p/185466/

  7. Table of contents for this issue: https://www.learntechlib.org/j/CITE/v/18/n/3/

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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