Virtual School Meanderings

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
mkbarbour@gmail.com

Tom Clark
Clark Consulting
tom@tomclarkconsulting.net

Jason Siko
Madonna University
sikojp@gmail.com

Kristen DeBruler
Michigan Virtual Learning Research Institute
kdebruler@michiganvirtual.org

Justin Bruno
Michigan Virtual Learning Research Institute
jbruno@michiganvirtual.org

Abstract

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.

Citation

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 https://www.westga.edu/~distance/ojdla/spring221/barbour_clark_siko_debruler_bruno221.html

LearnTechLib Table of Contents Alert: CITE Journal 18:4

Note the item below that Mark Stevens, Jered Borup, and myself wrote that focuses on K-12 blended learning.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: CITE Journal 18:4

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. 4 (December 2018)

Table of Contents

  1. Novice Secondary Mathematics Teachers’ Evaluation of Mathematical Cognitive Technological Tools

    Ryan Smith , Radford University, ; Dongjo Shin , University of Georgia, ; Somin Kim , University of Georgia, ; Matthew Zawodniak , Texas State University,

    Abstract: https://www.learntechlib.org/p/174158/

  2. K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation

    Michael Karlin , Indiana University, ; Anne Ottenbreit-Leftwich , Indiana University, ; Gamze Ozogul , Indiana University, ; Yin-Chan Liao , Indiana University,

    Abstract: https://www.learntechlib.org/p/180084/

  3. Elementary Education Candidates’ Integration of Technology in Science Units

    Drew Polly , University of North Carolina at Charlotte, ; Ian Binns , University of North Carolina at Charlotte,

    Abstract: https://www.learntechlib.org/p/181127/

  4. Preparing Social Studies Teachers and Librarians for Blended Teaching

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

    Abstract: https://www.learntechlib.org/p/181924/

  5. The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study

    Guy Trainin , University of Nebraska-Lincoln, ; Laurie Friedrich , University of Nebraska-Lincoln, ; Qizhen Deng , Boise State University,

    Abstract: https://www.learntechlib.org/p/182424/

  6. On-Ramps to Professional Practice: Selecting and Implementing Digital Technologies for Virtual Field Experiences

    Joe Sweeney , University of Mississippi, ; Amanda Milewski , University of Michigan, ; Joel Amidon , University of Mississippi,

    Abstract: https://www.learntechlib.org/p/182990/

  7. Editorial: A Report on the 2018 National Technology Leadership Summit

    Chrystalla Mouza, Editor , University of Delaware,

    Abstract: https://www.learntechlib.org/p/207649/

  8. Table of contents for this issue: https://www.learntechlib.org/j/CITE/v/18/n/4/

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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March 6, 2019

[OLJ] New Online Learning Journal Issue Published

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

Dear Readers:

We recently published Issue 23:1 of Online Learning (OLJ). You can view this
issue here:

https://olj.onlinelearningconsortium.org/index.php/olj

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.

Thanks for your continuing interest in Online Learning.

Peter Shea, PhD
Editor: Online Learning
Associate Provost for Online Learning & Professor
Educational Theory and Practice & Informatics
University at Albany, State University of New York
1400 Washington Ave., Albany, NY 12222

Online Learning
Vol 23, No 1 (2019)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/69

Introduction
——–
Introduction to Online Learning Volume 23, Issue 1
Peter Shea

Cultural and International Perspectives
——–
Interculturality in Online Learning:   Instructor and Student Accommodations
Gulnara Sadykova,       Carla Meskill

Empirical Studies
——–
African American Males Learning Online: Promoting Academic Achievement in
Higher Education
Susan G Salvo,  Brett Welch,    Kaye Shelton
What if online students take on the responsibility: Students’ cognitive
presence and peer facilitation techniques
Ye Chen,        Jing Lei,       Jiaming Cheng
Re-examining the Construct Validity and Causal Relationships of Teaching,
Cognitive and Social Presence in Community of Inquiry Framework
Patrick Dempsey,        Jie Zhang
Exploring the relationship of background, technology and motivation
variables to business school transfer intent for two mixed course format
business undergraduate samples
Gary Blau,      Mary Anne Gaffney,      Michael Schirmer,       Bora Ozkan,     YJ Kim
Reflection in Learning
Bo Chang
Self-Determination: Motivational Profiles of Bachelor’s Degree Seeking
Students at an Online, For-Profit University
Carol Pugh

Faculty, Professional Development, and Online Teaching
——–
Professional Development- Differences in teachers’ attitudes between online
and traditional training courses
Egoza Wasserman,        Ruth Migdal
Benefits of Online Teaching for Onground Teaching at a Historically Black
Colleges and Universities
D”Nita Andrews Graham
Teaching to Connect: Community-Building Strategies for the Virtual Classroom
Sharla Berry
Award-Winning Faculty Online Teaching Practices: Roles and Competencies
Florence Martin
Integrating UDL Strategies into the Online Course Development Process:
Instructional Designers’ Perspectives
Korey Jerome Singleton, Anna Evmenova,  Marci Kinas Jerome,     Kevin Clark

Review of Literature
——–
Doctoral E-mentoring: Current Practices and Effective Strategies
David James Byrnes Jr., Lida J. Uribe-Flórez,   Jesús Trespalacios,     Jodi
Chilson
Social Network Analysis and Online Learning Communities in Higher Education:
A Systematic Literature Review
Shazia K. Jan,  Panos Vlachopoulos,     Mitch Parsell

________________________________________________________________________
Online Learning (OLJ)
http://olj.onlinelearningconsortium.org/index.php/olj

March 4, 2019

Article Notice – Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

This K-12 online learning article was referenced in last week’s [IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning.

Examining the Complexities of Parental Engagement at an Online Charter High School: A Narrative Analysis Approach

  • Jered BorupGeorge Mason University
  • Shea WaltersGeorge Mason University
  • Meagan Call-CummingsGeorge Mason University
Keywords: parent engagement, narrative analysis, homeschooling., charter cyber school

Abstract

With the rapid growth of K-12 online learning opportunities, calls have come for more and better parental engagement to improve student engagement and reduce student attrition. In this article, we drew from a larger study to share rich narratives from three parents of students who required high levels of parental support for their online learning while enrolled at a charter cyber school. In the first narrative, a mother describes her experiences attempting to work with her son Ivan, who rejected her efforts and disobeyed rules while enrolled in the cyber school. The move from a brick-and-mortar school to the cyber school further strained their relationship and the mother was unprepared to manage Ivan’s learning. The second narrative focuses on how a mother attempted to support Matthew, who lacked self-regulation abilities. The mother who previously homeschooled Matthew, turned to the cyber school because she wanted “less on [her] shoulders” but underestimated the amount of support Matthew required and became frustrated at her lack of control over the pace and content of courses. The final narrative focuses on a mother who had two students enrolled in the cyber school. Each student exhibited different needs that required her to adapt the support strategies she used with Hannah, who procrastinated, and Karl, who lacked confidence. These narratives highlight some of the complexities parents navigate when engaging with their children’s online learning.

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