Virtual School Meanderings

June 24, 2022

EdTech and Emergency Remote Learning: A Systema… was uploaded by Helen Crompton

Filed under: virtual school — Michael K. Barbour @ 10:03 am
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An item from another one of my open scholarship networks.

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Hi Michael,

Helen Crompton just uploaded “EdTech and Emergency Remote Learning: A Systematic Review.”
EdTech and Emergency Remote Learning: A Systematic Review
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2021
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Michael, You Have A New Citation

Filed under: virtual school — Michael K. Barbour @ 8:09 am
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Another item from one of my open scholarship networks.

ResearchGate
Michael, we found more citations of your work last week
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The actual citation, which may be of interest, was:

Effect of blended learning on student performance in K‐12 settings: A meta‐analysis
  • June 2022
  • Journal of Computer Assisted Learning
  • DOI: 10.1111/jcal.12696
  • Shuqin Li
  • Weihua Wang

Abstract – Background Blended learning programs in Kindergarten through Grade 12 (K‐12) classrooms are growing in popularity; however, previous studies assessing their effects have yielded inconsistent results. Further, their effects have not been completely quantitatively synthesized and evaluated. Objectives The purpose of this study is to synthesize the overall effects of blended learning on K‐12 student performance, distinguish the most effective domains of learning outcomes, and examine the moderators of the overall effects. Methods For the purpose, this study conducted a meta‐analysis of 84 studies published between 2000 and 2020, and involved 30,377 K‐12 students. Results and Conclusions Results revealed that blended learning can significantly improve K‐12 students’ overall performance [g = 0.65, p < 0.001, 95% CI = (0.54–0.77)], particularly in the cognitive domain [g = 0.74, p < 0.001, 95% CI = (0.61–0.88)). The testing of moderators indicates that the factors moderating the impact of blended learning on student performance in these studies included group activities, educational level, subject, knowledge type, instructor, sample size, intervention duration and region. Implications The results indicate that blended learning is an effective way to improve K‐12 students’ performance compared to traditional face‐to‐face (F2F) learning. Additionally, these findings highlight valuable recommendations for future research and practices related to effective blended learning approaches in K‐12 settings.

Michael, people are recommending your work

Filed under: virtual school — Michael K. Barbour @ 6:05 am
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An item from one of my open scholarship networks.

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A history of K-12 distance, online, and blended learning worldwide
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The Landscape of K-12 Online Learning: Examining What Is Known
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Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school
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Understanding Pandemic Pedagogy: Differences Between Emergency Remote, Remote, and Online Teaching
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K-12 online learning journal articles: trends from two decades of scholarship
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Building a Better Mousetrap: How Design-Based Research was Used to Improve Homemade PowerPoint Games
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Research and Practice in K-12 Online Learning: A Review of Open Access Literature
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Michael B. Cahapay
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June 23, 2022

Michael, You Have A New Citation

Filed under: virtual school — Michael K. Barbour @ 6:06 am
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An item from one of my open scholarship networks.

ResearchGate
Michael, we found more citations of your work last week
ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint.
See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

Didaktik for Distance Education in Secondary and Adult Education
  • June 2022
  • Conference: Nordic Educational Research Association (NERA), Education and involvement in precarious times
  • At: University of Iceland
  • Charlotta Hilli
  • Anna Åkerfeldt

Abstract – This article analyses secondary and adult education teachers from six schools developing distance teaching in Sweden. The teachers participated in a professional development program (2019–2022). A Didaktik theory was used to analyse factors for distance education on a structural (e.g., content, intentions, methods, media, students) and on an organisational (e.g., professional, normative conditions) level. The primary data is interviews with teacher groups during a Design-Based research process. The analysis suggests that the teacher groups developed professionally as distance teachers by reflecting on and testing different ways to communicate with students and structure their courses digitally. The article suggests principles to improve distance education on course level and school level.

Keywords: Distance teaching, Didaktik, Design-Based research, professional development

June 22, 2022

Michael, You Have A New Citation

Filed under: virtual school — Michael K. Barbour @ 11:03 am
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The second of two items from another one of my open scholarship networks.

ResearchGate
Michael, we found more citations of your work last week
ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint.
See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

First and Second Order Barriers to Teaching in K-12 Online Learning
  • August 2021
  • TechTrends 65(1)
  • DOI: 10.1007/s11528-021-00648-y
  • Andrew Tawfik
  • Craig E. Shepherd
  • Jessica Gatewood
  • Jaclyn J. Gish-Lieberman

Abstract – While an extensive literature base has focused on online learning, fewer studies have explored the unique implementation challenges in K-12 education. This case study addresses this gap by exploring how an urban, diverse school migrated to a fully online format through the lens of the first- and second-order barriers framework. In terms of first-order barriers, the study highlights the importance of (a) time needed to design and adapt instructional materials, (b) accountability within an online format, and (c) administrator support in the communication process. For second-order barriers, teachers commented on how they perceived online learning to impact important teaching activities (e.g., accountability, timeliness of feedback) and the teacher-student dynamic. Finally, they commented on the challenge to support the socio-emotional component of students and parents in online learning, which is important for school culture and community.

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