Virtual School Meanderings

April 30, 2019

Article Notice – Online Teacher And On-Site Facilitator Perceptions Of Parental Engagement At A Supplemental Virtual High School

A K-12 online learning article from the IRRODL notice earlier this morning.

  1. Research Articles

Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

  • Jered BorupGeorge Mason University
  • Chawanna B. ChambersGeorge Mason University
  • Rebecca StimsonMichigan Virtual
Keywords: online learning, student engagement, virtual schooling, online teachers, on-site facilitators, parental engagement


Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.

Borup, J., Chambers, C. B., & Stimson, R. (2019). Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School . The International Review of Research in Open and Distributed Learning20(2).

[IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning

This showed up in my inbox yesterday.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.


IRRODL Manager

The actual table of contents included:

  1. Vol 20 No 2 (2019)

PUBLISHED: 2019-04-29



April 22, 2019

[CJLT / RCAT] New Issue Published

No K-12 distance, online, and/or blended learning specific articles in this issue, but several interesting topics nonetheless.

Dear Readers,

The Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie has published Volume 45, Number 1 (2019). 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 & Athabasca University


Canadian Journal of Learning and Technology / La revue canadienne de lapprentissage et de la technologie
Vol 45, No 1 (2019)


Building Teaching–Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports | Renforcer les capacités d’enseignement et d’apprentissage des éducateurs en ligne en soins infirmiers : utiliser le modèle TPACK pour encadrer les processus pédagogiques et repérer les soutiens requis
Wendy Kraglund-Gauthier, Jane Moseley

Exploring Perceptions of E-Books Among CEGEP Students and Faculty | Exploration des perceptions relatives aux livres électroniques chez les étudiants et enseignants au cégep
Yuan Chen, Saul Carliner, Salvador Garcia Martinez, Ann-Louise Davidson

Massive Open Online Course Instructor Motivations, Innovations, and Designs: Surveys, Interviews, and Course Reviews | Motivations, innovations et conceptions des instructeurs de cours en ligne ouverts à tous : sondages, entrevues et évaluations de cours
Meina Zhu, Curt J. Bonk, Annisa R. Sari

Le codesign d’une plateforme numérique fondé sur des principes au service de l’agentivité des enseignantes et des enseignants en contexte de développement professionnel | Co-Design of a Digital Platform Based on Principles Supporting Teachers’ Agency in the Context of Professional Development
Michelle Deschenes, Thérèse Laferrière

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?
Katja Fleischmann
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie

March 20, 2019

New Issue Of The Online Learning Journal Available

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

New Issue of the Online Learning Journal available. Email not displaying correctly?
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New Issue of the Online LearningJournal available

This first issue of 2019 contains 15 articles reflecting a broad range of topics, research questions, and methods. This collection of studies advances our understanding of cultural, theoretical, pedagogical, methodological, faculty, and professional development concerns in online settings.

We invite you to read and share this issue with colleagues and to consider submitting your original work to Online Learning.

The journal is open access, does not charge author fees, and is published on the Open Journal System

Read now.

If you are interested in submitting content to the Online Learning Journal, please review our author guidelines.

Submission topics must relate to online and/or blended learning. There are no article submission fees or access charges for publication in this open journal prior to or after acceptance of the article.

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March 18, 2019

Article Notice: Cases of Quality: Case Studies Of The Approval And Evaluation Of K-12 Online And Blended Providers

Note that I am one of the authors of this article.

Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers

Michael K. Barbour
Touro University California

Tom Clark
Clark Consulting

Jason Siko
Madonna University

Kristen DeBruler
Michigan Virtual Learning Research Institute

Justin Bruno
Michigan Virtual Learning Research Institute


State-level departments of education vary in their mechanisms for monitoring online courses and programs. This study reviewed various state models for initial and ongoing evaluation of online courses. Five constructs were identified through this review, and examples from Georgia, Maryland, California, Washington, and Colorado were detailed. The report concludes with potential models and key guidelines for states to consider when developing policy to ensure quality online education for K-12 students.


Barbour, M. K., Clark, T., Siko, J. P., DeBruler, K., & Bruno, J. A. (2019). Evaluation and approval constructs for online and blended courses and providers: Examining individual cases. Online Journal of Distance Learning Administration, 22(1). Retrieved from

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