A notice from one of my open scholarship networks.
Hi Michael,
Congratulations! You uploaded your paper 2 days ago and it is already gaining traction.
Total views since upload:
You got 15 views from the United States, Australia, and Canada on “Barbour, M. K., & LaBonte, R. (2017, April). State of the nation: K–12 e-learning in Canada. A roundtable presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.”.
Thanks,
The Academia.edu Team
The final session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:
Examining the International Association for K–12 Online Learning (iNACOL) Standards for K–12 Online Course Design
- In Event: Poster Session 17
In Poster Session: 72.050-3 – Online Professional Development, Course Design, and Student OrientationMon, May 1, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 2
Abstract
Examining the iNACOL Standards for K-12 Online Course Design
Authors
- David Adelstein, Wayne State University
- Michael Kristopher Barbour, Touro University – California
You can review our poster at:
The eleventh session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:
State of the Nation: K–12 e-Learning in Canada
- In Event: Roundtable Session 31
In Roundtable Session: 69.056-17 – International StudiesMon, May 1, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1
Abstract
Current research in K-12 online learning in Canada has focused on defining distance learning and its current strengths and weaknesses. Yet, the proliferation of e-learning has led to the emergence of new instructional strategies and practices for teachers in online and onsite classrooms. For these emerging practices little is known empirically, only anecdotally, as research into these practices has been limited or nonexistent, particularly in Canada. In this session, you will discover that all provinces and territories in Canada have some level of K-12 online learning, while many have some form of regulation related to K-12 online learning. However, few provinces and territories have any regulations related to blended learning; and the level of blended learning activity varies between jurisdictions.
Authors
- Michael Kristopher Barbour, Touro University – California
- Randy LaBonte, Canadian E-Learning Network
As I was a part of this session, I didn’t take notes to be engaged in the participatory nature of the roundtable. I do have the hand-out that I used for the session at:
The tenth session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:
Virtual Schooling, Instructors’ Practices and Perceptions
Mon, May 1, 12:25 to 1:55pm, Grand Hyatt San Antonio, Fourth Floor, Republic B
Session Type: Paper Session
Sub Unit
- SIG-Online Teaching and Learning
Chair
- Barbara Ellen Rowan, Pearson North America
Papers
Examining Perspectives of Faculty Regarding Online Program Community
Abstract
This study investigated faculty members’ perceptions of program community in online graduate programs. Few researchers have addressed community in online teaching and learning that extends beyond course community. This study used a quantitative survey developed by the presenters to ascertain perceptions among education and engineering faculty members at land-grant, research-extensive universities throughout the United States. This presentation reports the results of that survey and provides suggestions to further support program community in online graduate-level programs.
Authors
- Doris U. Bolliger, University of Wyoming
- Craig Erschel Shepherd, University of Wyoming
- H. Victoria Bryant, University of Wyoming
Motivational Profiles, Learning Satisfaction, and Learning Outcomes for K–12 Virtual School Students
Abstract
Given the increasing popularity of enrollment in K-12 online settings and the critical role of motivation in students’ learning success, it is necessary to students’ motivational profile and its relationship with online learning outcomes. This study aimed to identified motivational profiles of 466 high-school learners taking online language courses in a Midwestern virtual school, and examined the relationship between different profiles and online language learning outcomes. Using cluster analysis, we identified four motivational profiles (i.e., high quantity, good quality, poor quality, and low quantity). Students with more autonomous motivation (i.e., high quantity, good quality) showed positive results than controlled motivation (i.e., poor quality, low quantity).
Authors
- Yining Zhang, Michigan State University
- Chin-Hsi Lin, Michigan State University
Elementary Teachers’ Use of the Internet for Literacy Instruction and Professional Learning
Abstract
This paper presents the results of a study that examined Internet use by elementary teachers for their literacy instruction and professional learning. Forty-five elementary teachers from a metropolitan area in Ontario, Canada completed an online survey and participated in a semi-structured interview about their use of the Internet for literacy instruction and professional learning. Survey and interview data were analyzed using descriptive statistics and an inductive approach to analysis. Key findings include the types of online resources used by participants, their motivations for using online resources, and the most beneficial learning technologies for their teaching practice and professional learning. Implications are discussed.
Author
- Pamela Beach, Queen’s University
Online Teaching and Learning: Instructor Practices That Support the Formation of Virtual Community
Abstract
Instructors play a significant role in helping online students develop a sense of community, but little is known about instructors’ roles in online graduate programs (Bolliger & Halupa, 2012). In this case study, the researcher interviewed 20 first and second-year students and analyzed the recordings and message boards of six online classes. Findings indicate that instructors helped students develop a sense of community by creating a warm and welcoming tone in the classroom, and by using technology in a variety of ways to engage all students and create a personalized learning experience.
Author
- Sharla Berry, University of Southern California
Virtual Terrains: Learning Mathematics and Physics in the Israeli Virtual High School
Abstract
The exponential growth of virtual schools generates new conditions for teaching and learning. It is thus paramount to better understand these conditions and their impact on students’ experiences and perceptions. This paper explores learners’ experiences of a virtual high school through analyses of qualitative and quantitative data. Data analyses yielded several insights that pertain to pedagogical principles in the context of a virtual high school and that include notions relating to design, delivery, and support mechanisms—to echo Barbour’s three-part framework of online learning. Data have also yielded insights about students’ agency, which we would like to suggest as a fourth dimension in teaching/learning online courses. Implications for establishing potentially better conditions for learning in virtual contexts are discussed.
Authors
- Osnat Fellus, University of Ottawa
- Yaniv Biton
- Dafna Raviv, Center for Educational Technology
Note that three of the five papers in this session are K-12 online learning related. However, I’m presenting a roundtable session myself in a different room, so if you are in this session could you please post your notes in the comments below.
The ninth session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:
Who Loses Students to Low-Quality Schools? Relationships Between Cyber Charters and Educational Disadvantage Over Time
- In Event: School Choice: Politics of Opportunity and Identity
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 216 A
Abstract
This research examines how shifts in knowledge about the quality of a specific school type relate to changes in demographics of school districts that lose students to this school type. To do so, this study analyzes cyber charter school enrollment in Pennsylvania, showing that as the perceived quality of the cyber charter school sector turns negative, the composition of school districts losing students to this sector changes so that educationally disadvantaged districts are more likely to lose a higher proportion of students. These findings have implications for school choice theory in that certain choice decisions may not promote educational improvement if educationally disadvantaged students are offered and make choices that perpetuate their educational disadvantage.
Authors
- Bryan Arthur Mann, Pennsylvania State University
- David P. Baker, The Pennsylvania State University
- Renata Horvatek, The Pennsylvania State University
The original charter school legislation in Pennsylvania was introduced in 1997, and cyber charter schools emerged from this original legislation – which were actually codified in law in 2002. Bryan’s study focused on examining the historical student enrollment data (i.e., expansion, distribution, and transition), as well as the historic media reporting about the sector – and what both mean from a systematic standpoint.
In terms of tracking and mapping the enrollment – it has been growing, and fairly consistently in terms of geographic spread throughout the state.
The research tracking has largely focused on student performance – and have generally shown a very weak level of performance.
The media tracking for a long time focused almost exclusively on issues related to funding and governance, but in recent years it has begun to transition to have some focus on student outcomes – but only in a negative way.
School districts where educational attainment has been low tend to lose more and more students to cyber charter schools. Interestingly, based on the researcher’s data, most of the student moves into cyber charter schools meant that a student was transition from one low attainment school to an even weaker attainment school (i.e., generally leaving a poorly performing brick-and-mortar school to attend a worse cyber charter school).
While the article for this study is still in the peer review process, you can see some of the details here in this Education Week article.
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