Virtual School Meanderings

September 15, 2020

Article Notice – A Qualitative Inquiry Of K–12 Teachers’ Experience With Open Educational Practices: Perceived Benefits And Barriers Of Implementing Open Educational Resources

I wanted to bring attention to a second article from yesterday’s [IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning.

A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

  • Hengtao TangPenn State
Keywords: open educational resources, open educational practices, k-12, teachers, barriers, benefits, qualitative inquiry

Abstract

Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

HOW TO CITE
Tang, H. (2020). A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources. The International Review of Research in Open and Distributed Learning21(3). https://doi.org/10.19173/irrodl.v21i3.4750

Article Notice – Research Trends In K–12 MOOCs: A Review Of The Published Literature

I wanted to bring attention to this article from yesterday’s [IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning.

Research Trends in K–12 MOOCs: A Review of the Published Literature

  • Philippos KoutsakasUniversity of Thessaly
  • George Chorozidis
  • Angeliki KaramatsoukiAristotle University of Thessaloniki
  • Charalampos KaragiannidisUniversity of Thessaly
Keywords: K-12 education, compulsory-age education, focus-based categories, MOOC, narrative review

Abstract

Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities, governments, and MOOC providers to (a) develop MOOCs specifically designed for pretertiary education, and (b) research their potential and value in K–12 educational settings. This resulted in a notable number of K–12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K–12 framework. This work seeks to (a) trace, analyze, and review the existing literature on K–12 MOOCs,  (b) identify representative MOOC implementations, (c) classify and organize research trends and patterns, and (d) reveal MOOCs’ potential value and impact on K–12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.

HOW TO CITE
Koutsakas, P., Chorozidis, G., Karamatsouki, A., & Karagiannidis, C. (2020). Research Trends in K–12 MOOCs: A Review of the Published Literature . The International Review of Research in Open and Distributed Learning21(3). https://doi.org/10.19173/irrodl.v21i3.4650

September 14, 2020

[CJLT / RCAT] New Notification From Canadian Journal Of Learning And Technology / La revue canadienne de l’apprentissage et de la technologie

Note this journal alert.

You have a new notification from Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie:

An issue has been published.

Link: http://www.cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editors

The actual table of contents included:

Vol. 46 No. 1 (2020): Winter 2020

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

Note this journal alert.

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

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The actual table of contents included:

Vol. 21 No. 3 (2020)

Full Issue

Editorial

Research Articles

Literature Reviews

Notes From the Field

August 25, 2020

[ET&S] TOC Alert: Educational Technology & Society 2020, Vol. 23 , No. 3

No K-12 distance, online, and/or blended learning items here.

Dear Subscriber,

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

The articles of the current issue is made available here.

The following is the Table of Content of the issue:

Volume 23,  Number 3,  2020

Full Length Articles:

The Relationship Between ICT-Related Factors and Student Academic Achievement and the Moderating Effect of Country Economic Index Across 39 Countries: Using Multilevel Structural Equation Modelling

Seoyeon Park and Wenting Weng

Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning

Xiaozhe Yang, Lin Lin, Yi Wen, Pei-Yu Cheng, Xue Yang and Yunjo An

Transforming a Magazine into a Video Involving a Target Audience: A Multiliteracies Case Study in an EFL Context

Yi-Hsuan Gloria Lo, Wan-Chu Finny Tien and Sy-Ying Lee

How do Head-mounted Displays and Planning Strategy Influence Problem-solving-based Learning in Introductory Electrical Circuit Design?

Bian Wu, Yiling Hu and Minhong Wang

Integrating Games, e-Books and AR Techniques to Support Project-based Science Learning

Yi-Hsuan Wang

Comparative Study of High-Quality Professional Development for High School Biology in a Face-to-Face versus Online Delivery Mode

Susan A. Yoon, Katherine Miller and Thomas Richman

Technology-enhanced Embodied Learning: Designing and Evaluating a New Classroom Experience

Marianna Ioannou and Andri Ioannou

A Systematic Review on Robot-Assisted Special Education from the Activity Theory Perspective

Ahmed Tlili, Vivien Lin, Nian-Shing Chen, Ronghuai Huang and Kinshuk



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Editorial Office,

Educational Technology and Society.
ET&S website: https://www.j-ets.net

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