Virtual School Meanderings

January 31, 2023

Michael, You Have A New Citation

Filed under: virtual school — Michael K. Barbour @ 10:05 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:

  • January 2023
  • Education Sciences 13(2):133
  • DOI: 10.3390/educsci13020133
  • License CC BY 4.0
  • Mansour Saleh Alabdulaziz
  • Enas Anwar Tayfour

Abstract – The main objective of this study is to compare the effectiveness of face-to-face learning and distance learning in helping fourth-grade primary students learn mathematical concepts. The data were collected from 120 fourth-grade students selected purposively and divided into two groups: a control group comprising 60 students, who used a face-to-face programme in their third grade, and an experimental group comprising 60 students, who used a distance learning programme in their third grade. A diagnostic test was used to measure their understanding of previous mathematical concepts. The current research revealed two interesting results: First, there were no statistically significant differences (p-value < 0.05) in rounding and ordering numbers, space concept, perimeter concept, and graphs between the face-to-face mode and distance learning mode, where students’ results were almost similar. Second, there were statistically significant differences (p-value < 0.05) in the concepts of expanding pictures of numbers (verbal, analytic, and standard), compare numbers, basic arithmetic operations, units of measurement, geometric shapes, sides, and data visualisation in favour of the group of students who were taught in a face-to-face learning mode.

Congratulations Michael, you achieved top stats last week

Filed under: virtual school — Michael K. Barbour @ 8:03 am
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An item from another one of my open scholarship networks.

ResearchGate
You have a new achievement
View achievement
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The actual achievement was:

Nice work, Michael!
With 290 new reads, your contributions were the second-most-read contributions from your institution

Recommended articles

Filed under: virtual school — Michael K. Barbour @ 6:02 am
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An item from one of my open scholarship networks.

[HTML] The educational effects of emergency remote teaching practices—The case of covid-19 school closure in Italy

A Bertoletti, M Soncin, M Cannistrà, T Agasisti – Plos one, 2023
The disruption caused by the Covid-19 pandemic generated an unprecedented
situation, in which digital learning, in the form of Emergency Remote Teaching, was
the only possible form of schooling. Italy soon decided to close schools as a measure …
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Teaching in emergency remote classrooms: reflections for professional learning

M Chen – Educational Research, 2023
Background Reflective teaching has long been regarded as playing an important,
and potentially empowering, role in teachers’ professional learning. The study
reported in this paper considered the longer-term significance of teachers’ self …
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[PDF] Demystifying the effectiveness of emergency remote teaching during global pandemic: Evidence from India

R Elangovan, S Parayitam
Given the adverse impacts of the global pandemic COVID-19 on higher educational
institutions worldwide, this study aims to examine the effectiveness of emergency
remote teaching (ERT), especially in the developing country context, India. In …
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January 30, 2023

Michael, You Have A New Citation

Filed under: virtual school — Michael K. Barbour @ 11:08 am
Tags: , , , , ,

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:

  • January 2023
  • DOI: 10.1007/978-981-19-2080-6_77
  • In book: Handbook of Open, Distance and Digital Education
  • License CC BY 4.0
  • Jered Borup
  • Leanna Archambault

Abstract – Students at the primary and secondary levels are increasingly enrolling in online courses either to supplement or completely replace their in-person courses. While there are benefits to learning online, they come at a cost, and students are less likely to pass their online courses compared to their in-person courses. In this chapter, we share two frameworks. We share the 4Es framework that highlights how online courses should be designed to enable, extend, engage, and elevate student learning. However, a well-designed course is not enough, and most students will require support from others to be successful. For this reason, we also share the Academic Communities of Engagement (ACE) framework that highlights the supports that can increase a student’s affective, behavioral, and cognitive engagement. The ACE framework identifies actors within the student’s personal community and course community who can provide students with the support that they require.

Dennis Beck – new articles

Filed under: virtual school — Michael K. Barbour @ 8:32 am
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Another item from one of my open scholarship networks.

Forced choice? Is bullying pushing non-binary students into cyber schools?

D Beck, R Maranto, B Tran, T Clark, F Liu – Educational Review, 2023
Little research addresses the schooling experiences of non-binary students; no prior
work explores their experiences in cyber schools. Using unique data from a US multi-
state cyber charter school, we compare the factors parents of non-binary students …
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