Virtual School Meanderings

April 11, 2018

ETS TOC Alert: Journal Of Educational Technology & Society 2018, Vol. 21, No. 2

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

Journal of Educational Technology & Society TOC Alert

Dear Subscriber,

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

2018, Vol. 21, Issue 2

Special Issue on ” Digital Citizenship: Trends and Research Issues of Learning Analytics and Educational Big Data”

Guest Editor(s): Gwo-Jen Hwang, Daniel Spikol and Kam-Cheong Li

Full Length Articles

Multilingual Videos for MOOCs and OER

Juan Daniel Valor Miró, Pau Baquero-Arnal, Jorge Civera, Carlos Turró, Alfons Juan

A Structural Model for Students’ Adoption of Learning Management Systems: An Empirical Investigation in the Higher Education Context

Duygu Fındık-Coşkunçay, Nurcan Alkış, Sevgi Özkan-Yıldırım

Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies

Fang-Ying Yang, Meng-Jung Tsai, Guo-Li Chiou, Silvia Wen-Yu Lee, Cheng-Chieh Chang, Li-Ling Chen

High School Students’ Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices

Baris Cukurbas, Mubin Kiyici

Evolving Learning Paradigms: Re-Setting Baselines and Collection Methods of Information and Communication Technology in Education Statistics

David Gibson, Tania Broadley, Jill Downie, Peter Wallet

Are Games Effective Learning Tools? A Review of Educational Games

Sara de Freitas

Teaching Classical Mechanics Concepts using Visuo-haptic Simulators

Luis Neri, Julieta Noguez, Victor Robledo-Rella, David Escobar-Castillejos, Andres Gonzalez-Nucamendi

The Effects of Representation Tool (Visible-Annotation) Types to Support Knowledge Building in Computer-Supported Collaborative Learning

Yoonhee Shin, Dongsik Kim, Jaewon Jung

Modelling and Simulating Electronics Knowledge: Conceptual Understanding and Learning through Active Agency

Adrian Twissell

Representations of Animal Companions on Student Learning Perception: Static, Animated and Tangible

Zhi-Hong Chen, Sheng-Chun Wang


Digital Citizenship: Trends and Research Issues of Learning Analytics and Educational Big Data

Special Issue Articles

Learning Behavior Analysis of a Ubiquitous Situated Reflective Learning System with Application to Life Science and Technology Teaching

Wu-Yuin Hwang, Hong-Ren Chen, Nian-Shing Chen, Li-Kai Lin, Jin-Wen Chen

Learning Analytics for Supporting Seamless Language Learning using E-book with Ubiquitous Learning System

Kousuke Mouri, Noriko Uosaki, Hiroaki Ogata

How Competition in a Game-based Science Learning Environment Influences Students’ Learning Achievement, Flow Experience, and Learning Behavioral Patterns

Ching-Huei Chen, Jun-Han Liu, Wen-Chuan Shou

A Votable Concept Mapping Approach to Promoting Students’ Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data

Jerry Chih-Yuan Sun, Gwo-Jen Hwang, Yu-Yan Lin, Shih-Jou Yu, Liu-Cheng Pan, Ariel Yu-Zhen Chen

Using a Learner-Topic Model for Mining Learner Interests in Open Learning Environments

Pengfei Wu, Shengquan Yu, Dan Wang

A Learning Analytics Approach to Investigating Factors Affecting EFL Students’ Oral Performance in a Flipped Classroom

Chi-Jen Lin, Gwo-Jen Hwang

Applying Learning Analytics for the Early Prediction of Students’ Academic Performance in Blended Learning

Owen H.T. Lu, Anna Y.Q. Huang, Jeff C. H. Huang, Albert J. Q. Lin, Hiroaki Ogata, Stephen J. H. Yang

Personalized Word-Learning based on Technique Feature Analysis and Learning Analytics

Di Zou, Haoran Xie

What Learning Analytics Tells Us: Group Behavior Analysis and Individual Learning Diagnosis based on Long-Term and Large-Scale Data

Jia-Hua Zhang, Ye-Xing Zhang, Qin Zou, Sen Huang

A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs

Anis Bey, Patrick Jermann, Pierre Dillenbourg

Learning Analytics at Low Cost: At-risk Student Prediction with Clicker Data and Systematic Proactive Interventions

Samuel P. M. Choi, S.S. Lam, Kam Cheong Li, Billy T.M. Wong

A Peer Coaching-based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers

Ning Ma, Shuang Xin, Jia-Yuan Du

Peer Assessment of Webpage Design: Behavioral Sequential Analysis Based on Eye Tracking Evidence

Ting-Chia Hsu, Shao-Chen Chang, Nan-Cen, Liu

Effects of a Progressive Prompting-based Educational Game on Second Graders’ Mathematics Learning Performance and Behavioral Patterns

Kai-Hsiang Yang, Hui-Chun Chu, Li-Yu Chiang

March 29, 2018

Article Notice – Conventional Classroom Teaching through ICT And Distance Teaching: A Case Study From Greenland

In addition to the “Guest Editorial,” there was article in that special issue that focused on K-12 online learning in the Volume 13, Issue 1 of the Nordic Journal of Digital Literacy special issue on “online learning.”

Conventional classroom teaching through ICT and distance teaching: A case study from Greenland
avAnders Øgaard

Side: 9-23
DOI: 10.18261/issn.1891-943x-2018-01-02

Sammendrag: Conditions for schooling in Greenland are challenging in many ways. The staff of teachers in the country is very heterogeneous: some have teacher training, but many are without, and often work with limited resources. Distance teaching could be a tool to share teaching resources and raise the quality of teaching in the many small isolated communities and settlements.

This paper presents a case study on distance teaching in a school in Greenland. Data from work on Grounded Theory is used to investigate ways of utilizing distance teaching in the school. The analysis draws on a prevalent perspective on distance teaching as providing access to education. The perspective combines with Michel Foucault’s concept of “governmentality”.

I will show how progressive possibilities are not necessarily to be found in ICT-driven distance teaching. Pedagogical drivers operate behind the choices of ICT equipment and ICT solutions which, in this case, brings ICT under the command of a less progressive pedagogical agenda.

As I will show, the commitment from the municipality and from the teachers was to use distance teaching and ICT for conventional schooling. The case lays the ground for a discussion on the progressivity of distance teaching and the use of advanced ICT solutions in schools. My aim with the paper is to add to the understanding of the scope of distance teaching in schools. Does ICT and distance teaching serve progressive ends per se? What do we learn about distance teaching from this setup in the school in Greenland?

Keywords: Distance teaching, e-learning, online, ICT, K-12, settlements, Greenland, Michel Foucault

To continue reading, click here.

Article Notice – Guest Editorial: Online Learning

Yesterday I posted a notice of the Volume 13, Issue 1 of the Nordic Journal of Digital Literacy, which was a special issue focused on online learning.

Guest editorial
Cathrine Tømte

Side: 5-8DOI: 10.18261/issn.1891-943x-2018-01-01

Online learning—understood as distance education delivered via the internet—is one of the fastest growing paths within education. We observe an increasing number of students enrolled in online learning study programs and courses, and in higher education institutions regular campus-based education are incorporating elements from online learning too. Several causes are driving the growing number of online students and the hybridization of campus-based education. One is the emergence of new groups of students i.e. adult learners who combine studies with work and who cannot attend campus-based education; another is existing student groups expecting a greater part of the study material to be digitalized and made available online. In addition, the recent wave of mergers in higher education institutions, both in the Nordic countries and in Europe, has created multi-campus institutions that need to draw on teaching resources at several locations (Bates, 2015; Gaebel et al., 2014).

To continue reading, click here.

This article can also be accessed at:

March 28, 2018

Nordic Journal of Digital Literacy, 13(1) – Table of Contents

This came across my electronic desk late last week.

cover_image_/file/ci/67049775/dk_2018_01_2x.jpgNordic Journal of Digital Literacy


Guest editorial
(pages 5-8)
av Cathrine Tømte
Open access

Conventional classroom teaching through ICT and distance teaching
A case study from Greenland
(pages 9-23)
av Anders Øgaard
Open access

Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age
(pages 24-39)
av Inger Dagrunn Langset, Dan Yngve Jacobsen og Halvdan Haugsbakken

Open access

An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo
(pages 40-64)
av Ammar Bahadur Singh og Anders I. Mørch

March 26, 2018

Article Notice – Online Student Use of a Proximate Community of Engagement at an Independent Study Program

Last week I posted a notice of a New Issue Of Online Learning Journal Published.  Below is the information for the sole K-12 distance, online, and blended learning article contained in that issue.

Darin R Oviatt, Charles R. Graham, Jered Borup, Randall S Davies



Research has suggested that independent study students may benefit from engaging with a proximate community of engagement (PCE) while completing an online course and that they perceive that such engagement will help them succeed. Independent Study students were surveyed at the completion of their course to assess the level at which they actually interacted with a PCE. Survey findings were confirmed with follow-up interviews with students and their parents to triangulate survey data. Findings revealed that students in the study interacted with a PCE when completing the course. The percentage of students actually engaging with a PCE was lower than the percentages of students from a previous study who perceived that such engagement would be helpful. The research suggests that students made aware of the benefits of a PCE at the beginning of the course, and who receive coaching to curate that community as an assignment in the course, will be more likely to receive the learning benefits of community engagement. Future research to confirm the value of engaging with a proximate community, identifying most helpful and effective interactions, and helping students curate such a community were proposed.


Independent study, adolescent, online courses, online community, adolescent community of engagement, proximate community of engagement

Full Text:



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