DLAC 2024 – State of the Nation: K-12 e-Learning in Canada

Today is the second day of the Digital Learning Annual Conference and as a part of that conference I was a part of this presentation.

Poster Session

1645 – State of the Nation: K-12 e-Learning in Canada

4:30 PM–6:00 PM Feb 27, 2024 (US – Central)

Lone Star Ballroom – EXHIBIT HALL

Description

This poster explores K-12 e-learning in Canada based on the 2023 edition of this ongoing, comprehensive study. This annual study examines how K-12 distance, online, and blended learning is governed in each province, territory, and federally, as well as the level of K-12 distance, online, and blended learning activity in each jurisdiction. The State of the Nation: K-12 E-Learning in Canada report is in its fifteenth year and the tenth year of the Canadian eLearning Network’s support of this research. The online version of the State of the Nation: K-12 E-Learning in Canada will continue to be a more comprehensive resource for e-learning in each jurisdiction.

Supporting information
https://k12sotn.ca/
https://canelearn.net/home/research/state-of-nation/
Main Author: Michael Barbour – Co-Authors: Randy LaBonte, Canadian eLearning Network

The poster – in both English and French – are below.

DLAC 2024 – Book Study: Online by ChoiceDesign Options for Flexible K-12 Learning

Today is the second day of the Digital Learning Annual Conference and as a part of that conference I was a part of this presentation.

Book Study

1847 – Book Study – Online by ChoiceDesign Options for Flexible K-12 Learning

2:00 PM–2:45 PM Feb 27, 2024 (US – Central)

Griffin Hall TT2

Description

Read an excerpt – https://s3.amazonaws.com/wwnorton.common.public.editorial/catalog-site/pdfs/NPB/EDU/Pages+from+OnlineByChoice_txt_final.pdf

Praise for Online by Choice

“The book we need in education right now! Online By Choice is a roadmap for incorporating online learning into an engaging, consistent, and flexible educational system for all learners.” —Colleen K. O’Neil, EdD, P–12 education leader and teacher

“Online by Choice is a must-read from two well-known authors in the K–12 online education space. Prompted by the expanded use of online learning environments during the pandemic, Moore and Barbour describe how the ‘not so perfect’ experiences of untrained and unprepared teachers and students has led to further development of the online medium as part of a new and emergent educational ecosystem.” —Dr. Randy LaBonte, CEO, CANeLearn, researcher, Vancouver Island University

“Online by Choice is the go-to guide for educationalists looking to expand into online provision or rethink their current online offering. Underpinned throughout by research and case studies, Moore and Barbour guide you through the process of determining what excellent online offerings entail in your context. A compulsory read for all involved in online schooling.” —Heather Rhodes, principal, Harrow School Online, trustee, Svitlo School

Main Author: Michael Barbour, Touro University California

No slides for this one, but you can access more information about the book (and order it) at:

https://wwnorton.com/books/9781324020103/about-the-book/product-details

DLAC 2024: Comparing CANeLearn Design Principles for K-12 Online Learning with Researched Models & Standards: Principles to Guide Quality Policy & Practice

Today is the first day of the Digital Learning Annual Conference and as a part of that conference I was a part of this presentation.

1634 – Comparing CANeLearn Design Principles for K-12 Online Learning with Researched Models & Standards: Principles to guide quality policy & practice.
3:15 PM–4:30 PM Feb 26, 2024 (US – Central)

207

Description

In 2021, CANeLearn began a series of research projects to identify design and organization principles that inform quality in online learning, identifying eight principles. In 2022, these CANeLearn Design Principles for K-12 Online Learning were then compared with the National Standards for Quality Online Learning and Quality Matters Standards and found only a few direct matches and concluded that the Design Principles provided an overview and context for the standards which served as exemplars for the principles. In 2023 CANeLearn researchers invited other prominent researchers with experience in K-12 online learning to compare the Design Principles with research-based models, specifically the Community of Inquiry and Academic Communities of Engagement models, to provide a lens into pedagogy and practices in K-12 online programs to help inform policy and practices for quality online learning.

Supporting Websites
CANeLearn Design Principles National Validation Study http://4xs.add.myftpupload.com/wp-content/uploads/2022/02/CANeLearn-Design-Principles-National-Validation-Study-Report.pdf
CANeLearn Design Principles Compared with NSQOL and QM Standards http://4xs.add.myftpupload.com/wp-content/uploads/2022/02/CANeLearn-Design-Principles-National-Validation-Study-Report.pdf
Main Author: Randy LaBonte, Canadian eLearning Network – Co-Authors: Michael Barbour & Elizabeth Childs

The slides, which are largely visuals to accompany our commentary, are below.

AERA 2024 and K-12 Online Learning

Yesterday I posted notice that 2024 AERA Annual Meeting Program Schedule Now Available.  Today I wanted to look at the K-12 distance, online, and blended learning sessions I was able to find by searching the program.

Learner at the Center: Identifying Student-Level Factors Influencing Performance in Virtual Science Environments

• In Event: Friday Poster Session 9:35 am
  In Poster Session: Trends and Issues in Technology-Based Environments

Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall A

Abstract

Due to the increasing usage of virtual learning environments (VLE) in science, it is important to study the factors that contribute to learning. This study explores student-level factors that influence learning outcomes for middle school students in a VLE, Betty’s Brain. The analyses used Ordinary Least Squares (OLS) regression to assess the impact of students’ perception of pedagogical agents (PA), prior knowledge, learning content difficulty, and anxiety. The findings suggest that prior knowledge, correct actions in the system, and the perception of the helpfulness of pedagogical agents positively influence learning outcomes. Anxiety, however, was found to have a negative impact. This research sheds light on key aspects for optimizing student performance, and informing the design of PA in VLEs.

Author

• Nidhi Nasiar, University of Pennsylvania

A Systematic Review of Online Assessment Research to Grow Teacher Assessment Literacy and Inform Practice

• In Event: Reconsidering Teacher Assessment Literacy: Evolving Trends and Practices in Education

Fri, April 12, 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 1

Abstract

Prior to the COVID-19 pandemic, digital or virtual learning was gaining traction and popularity, but relatively small percentages of K-12 and post-secondary students engaged in virtual learning environments. The pandemic forced emergency remote learning, altering the landscape of education. While the long-term plans of K-12 school districts and families to engage in virtual learning environments remain unknown, prompt investments to districts’ and universities’ technological infrastructure improved teacher and student experiences with remote learning, and data suggest that meaningful percentages of students remain enrolled in virtual learning environments. For instance, the National Center for Education Statistics (2022) reported that in May 2021, approximately half of fourth and eighth graders remained enrolled in remote or hybrid instructional environments.

Initially, the lack of available large-scale K-12 assessment data obscured the full impact of the pandemic on this population. However, recent data suggest significant learning losses during the pandemic that have not been fully recovered (USDE, 2022; Zota & Granovskiy 2021). Virtual tutoring and online technologies are being used to mitigate learning losses. Additionally, the integration of generative artificial intelligence (AI) tools is an ongoing development that will likely further change the landscape of classroom assessment. Because teacher assessment literacy is becoming even more important with these developments, the current paper examines literature related to online classroom assessment.
While both the long-term impact of the COVID-19 pandemic and staying power of remote learning remain unknown, shifting to remote learning and advances in technology changed teacher and student practices. The purpose of this extensive systematic review paper is threefold: 1) to examine, summarize, and synthesize research related to online assessment in the K-12 and post-secondary environments; 2) to discuss implications from this synthesis for improving teacher and student online assessment practices; and 3) to make literature-based recommendations for growing teacher assessment literacy for online assessments.
This paper conceptually analyses online classroom assessment research, summarizing the characteristics, strengths, and weakness of classroom-based online assessment from an assessment-literacy perspective. The literature includes peer-reviewed journal articles, government agency reports, policy briefs, and open-access articles. The research questions examined were:
1. How are online assessments are being utilized in K-12 and post-secondary settings?
2. What factors contribute to and detract from quality online classroom assessment systems and practices?
3. What level of teacher assessment literacy underlies effective online classroom assessment?

The full paper summarizes the systematic literature review processes, including inclusion/exclusion criteria and characteristics of reviewed articles. Preliminary classifications of articles include setting (post-secondary versus K-12); purpose (summative, formative, mixed, other); teacher and student roles / reflexivity; engagement; content focus; access; technology requirements; quality; cautions; and assessment literacy components (Coombs et al., 2018; Darling-Aduana, 2021; Foster et al., 2021; Pastore & Andrade, 2019; Veugen et al., 2022).
Many principles from in-person classroom assessment systems apply, but additional considerations exist when implementing effective online assessment systems (Correia, 2020; Ferretti et al., 2021; Hickey & Harris, 2021). The paper offers a comprehensive and systematic summary and analysis of current practices and crucial considerations for online assessment, grounded in existing literature.

Author

• Mary A. Hansen, Robert Morris University

Promoting equity through computational thinking: A new teaching and learning professional development model for education faculty

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Critical Interrogations of Equity & Racial Justice in K-12 & Higher Education

Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Abstract

The onset of virtual learning during the COVID-19 pandemic raised legitimate concerns on digital literacy and equitable technology access. Today, computer science [CS] and computational thinking [CT] are now recognized as basic learning skills like reading, writing, and mathematics. Research posits that these subjects should be introduced in earlier grades and embedded throughout schooling experiences, yet there lacks a widespread effort to reform national curricula or pre-service teacher education practices. There is an exigent need to address these systemic barriers. This study presents the findings from a multi-year, microcredential module design study. Our findings use of eight (8) computational thinking modules with preservice teachers to examine their beliefs, experiences, and preferred ways of learning CT/CS education to promote greater equity.

Authors

• Marcia J. Watson-Vandiver, Towson University
• Mahnaz Moallem, Towson University
• Hoda Harati, Towson University
• Lea Ann Christenson, Towson University
• Qing Li, Towson University
• Rachel Hammer Billman, Towson University
• Melike Kara, Towson University
• Dastyni C. Loksa, Towson University

Learning to Learn from Families: Supporting Teachers in Professional Development

• In Event: Dismantling Barriers and Centering Multilingual Families through Humanizing, Critical Partnerships

Fri, April 12, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 11

Abstract

Purposes

We share research from Project PLACE (Partnerships for Learning, Achievement, and Community Engagement), a federally funded National Professional Grant through the U.S. Department of Education’s Office of English Language Acquisition (OELA). Project PLACE worked with cohorts of K-8 educators in central Kentucky to support teachers’ abilities to (a) provide effective instruction for English Learners (ELs) in regular classrooms, and (b) enhance engagement with the families and communities of ELs. Our purpose is to share an effective PD model for supporting teachers’ ability to enhance family collaboration.

Perspectives

Grounded in perspectives on culturally responsive instruction (Gay, 2001; Ladson-Billings, 1995; Paris, 2012), funds of knowledge (González et al., 1995), and critical consciousness (Freire, 1970/1993), Project PLACE used the Culturally Responsive Instruction Observation Protocol (CRIOP; Powell & Cantrell, 2021) as a framework. Family collaboration, one of the six key aspects in CRIOP, involves four elements: (1) establishing equitable partnerships with families, (2) reaching out to families in non-traditional ways, (3) encouraging family involvement, and (4) learning about and using families’ funds of knowledge in classroom instruction.

Methods

Annual cohorts of 25 teachers participated in 8 days of intensive professional development throughout the school year accompanied by 8-10 in-school coaching sessions. Up to 5 teachers within each cohort participated as Advanced Leaders, taking 12 credits of graduate coursework, including a course in Family & Community Literacy, resulting in a graduate certificate in Teaching in Culturally and Linguistically Diverse Classrooms. Advanced Leaders, as well as alumni participants and other expert teachers, served as exemplars for participating teachers, particularly as they designed and enacted plans to enhance family engagement and implement community-based critical consciousness projects in their teaching. Teachers were observed and interviewed using the CRIOP instrument before and after their participation.

Results

In addition to our model for professional development, we share examples from Project PLACE teachers regarding partnering with multilingual families, enhancing family and community relationships, and including funds of knowledge as an integral part of teaching and learning. Findings include teachers (1) approaching visits from a learning-about-families-and-communities/funds of knowledge perspective (González et al., 1995) rather than a teacher-as-expert stance and finding alternate locations for meeting other than the home (Dantas & Coleman, 2010; McIntyre et al., 2001), (2) creating classroom curriculum that includes both learners and caregivers/community members to respond, , (3) teachers traditional reading logs to include multiple language and literacy practices and build on existing family practices (Perry, 2021), and (4) modifying the parent circle approach (Edwards & Turner, 2010) to create virtual parent circles that allowed parents of young children to share their hopes and fears during the virtual schooling experience of the Covid-19 pandemic.

Significance

Preservice teachers frequently receive little, if any, instruction in how to work effectively with families. It is therefore up to educational leaders to rely on or provide professional development to enhance relationships with diverse families and communities. Project PLACE provides an important model for developing and sustaining equitable partnerships with families and communities.

Authors

• Kristen H. Perry, University of Kentucky
• Susan Cantrell, University of Kentucky

Empowering Success in Virtual Learning: Educators’ Awareness and Instructional Strategies

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Empowering Educators

Fri, April 12, 4:55 to 6:25pm, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Abstract

Virtual learning environments have become significant alternatives or additions to traditional in-person education. This study examines how educators’ awareness of student needs and experiences impact their instructional strategies, and in turn, impact the broader school climate within virtual learning environments. We present a case study of a successful mid- to high-poverty virtual school, where academic achievement and positive school climate intersect. Interviews with administrators and teachers revealed the importance of building trust among students and fostering a supportive environment. Key themes emerged: strategies to support diverse student needs, nurturing virtual environments, and social and emotional support. The findings contribute to understanding how instruction can be adapted for virtual learning environments, ensuring equitable educational opportunities for all students.

Authors

• Catherine Oberle, Edmentum
• Weiling Li, Edmentum
• Aaron Butler, Edmentum
• Anabil Munshi, Edmentum
• Amy J. Dray, Edmentum

Roads to Recovery: State and District Approaches to Post-Pandemic Education Renewal

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 118BSession Type: Symposium

Abstract

This symposium brings together formative evidence and commentary from five large-scale initiatives aimed at post-pandemic education recovery and renewal. Papers examine strategies engaged by states and districts to accelerate student learning and advance more equitable P-20 education systems. Given the disproportionate impact of COVID-19 and related disruptions on nondominant and minoritized communities, papers consider how initiatives targeting pandemic recovery also seek to disrupt longstanding educational inequities. Initiatives encompass the implementation of social-emotional learning (SEL) programs; a comprehensive early literacy curriculum with embedded-professional learning; summer school extension programs; extended school days, and high-dosage tutoring. Discussion will highlight differences in the scale, aims, and outcomes attached to focal strategies, as well as efforts to understand their impact.

Sub Unit

• Division L – Educational Policies and Politics / Division L – Section 9: Policy Implementation and Going to Scale

Chair

• Susan Bowles Therriault, American Institutes for Research

Papers

• Education Recovery in California – Abigail Slovick, University of California – Berkeley; Niu Gao, Public Policy Institute of California; Bruce Fuller, University of California – Berkeley
• Re-Envisioning Early Literacy for Equity: Universal Access to High-Quality Curricular Resources in Chicago Schools – Laura A. Davis, UChicago Consortium on School Research; Julia A. Gwynne, University of Chicago; Elaine M. Allensworth, University of Chicago
• Year 1 Findings: Implementation of the Illinois Learning Renewal—Social-Emotional Learning Initiative – Iris Daruwala, Teachers College, Columbia University; Maura Shramko, University of Minnesota; Jennie Jiang, American Institutes for Research; Kimberly Trumbull Kendziora, American Institutes for Research
• Lessons from the Pandemic: The Effects of Remote Instruction and Recovery Strategies on Student Outcomes – Jennifer Suzanne Darling-Aduana, Georgia State University; Tim Sass, Georgia State University; Salma Mohammad Ali, Georgia State University; Sarah Sterling King, Christopher Newport University; Thomas Goldring, Georgia State University
• The Implementation of Summer Programs in North Carolina and the Impact on Student Outcomes – Sarah Crittenden Fuller, University of North Carolina – Chapel Hill; Kevin C. Bastian, University of North Carolina – Chapel Hill; Douglas L. Lauen, University of North Carolina – Chapel Hill; Calen Clifton, North Carolina Department of Public Instruction; Helen Rose Miesner, University of North Carolina – Chapel Hill; John McDonnell, University of North Carolina – Chapel Hill

Discussant

• Ajit Gopalakrishnan, Connecticut State Department of Education

Socio-Emotional Learning and Cyber Schooling

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Student Experiences and Family Preferences in Schools of Choice

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Abstract

Research (e.g., Greenberg et al., 2003) has long established the importance of socio-emotional learning (SEL) in physical schools. In this exploratory paper we use students (n=1,855) from a national cyber charter school network to examine whether items in the CASEL SEL assessment inter-correlate, and whether SEL has statistical relationships with club membership, synchronous class attendance, and later academic outcomes. Further, we test if such relationships are conditioned by intersectional characteristics. Initial cross-sectional analyses indicate that SEL items correlate with each other, but not with school club membership or synchronous class attendance. T2 and T3 data will soon be obtained and will enable time series analyses.

Authors

• Dennis E. Beck, University of Arkansas at Fayetteville
• Martha Bradley-Dorsey, University of Arkansas at Fayetteville
• Robert A. Maranto, University of Arkansas

What was gained: Virtual Learning and Translanguaging Literacy Pedagogy in a DLBE classroom during the COVID-19 Pandemic

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Translanguaging and Criticality in Multilingual Classrooms and Communities

Sat, April 13, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Abstract

While the challenges that educators faced during the COVID-19 pandemic are widely acknowledged, there is little scholarship that highlights the positive lessons. This proposal documents the experiences of a dual language elementary teacher that was a part of a longitudinal case study of United States educators during the COVID-19 pandemic. Through a series of interviews, she named the ways that her literacy pedagogy in the emergency virtual learning portion of Spring of 2020 changed to reflect translanguaging pedagogy. The teacher’s experiences are a call to action to dismantle strict language barriers in dual language education in service of bi/multilingual children being able to draw on and develop their full linguistic repertoires.

Authors

• Cori Salmerón, Georgia State University
• Ana Solano-Campos, Georgia State University
• Christian Valdez, Georgia State University

Physical safety concerns of principals in Ontario’s virtual schools

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Principals as Changemakers in Domestic and International Contexts

Sat, April 13, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Abstract

School safety concerns are increasing globally, we some researchers arguing that BIPOC communities in particular may not trust public education systems to keep their children safe because of the long and ongoing history of systemic racism. For these communities, virtual schools may be perceived as a safer option. However, when interviewed, principals working in virtual schools in Ontario, Canada expressed concern about their ability to fulfill their duty of ensuring physical safety in the virtual schools they lead. Insights reported in this study may impact policy makers and practitioners working in virtual schools as these schools transition to become permanent alternative learning options.

Authors

• Ruth MARIE Nielsen, Holliswealth
• Katina E. Pollock, Western University

Principals’ stories from a Canadian Northern Indigenous community: Challenges and opportunities through the Covid-19 pandemic

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Effective School Leadership: An International Perspective

Sun, April 14, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall B

Abstract

Indigenous communities located in remote areas have experienced extreme socioeconomic stress. School leaders serving these communities face unique challenges. The Covid-19 pandemic has placed further major obstacles to the delivery of education in the communities during school closures and emergency remote teaching (ERT). The paper reports on a case study investigating four principals’ experiences during the pandemic in a remote, fly-in Indigenous community in Northern Ontario. Principals pointed out that limited technology access and skill-training coupled with an array of complex factors resulted in disengagement and a loss of learning for many Indigenous students despite the schools’ concerted efforts. Suggestions were made to tackle systemic challenges, including increasing Indigenous representation in educational leadership and integrating culturally responsive pedagogy.

Authors

• Jia Li, University of Ontario Institute of Technology
• Matthew McGravey, Ontario Tech University

Black Homeschooling: Reclaiming Education for Black Families

• In Event: For Us, By Us: Black Education, Self-Determination, and Freedom

Sun, April 14, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 3, Room 304

Abstract

Historically in the U.S. Black people have created avenues for learning; through self-education from slavery to the present, documenting a long tradition of Black peoples’ pursuit for education and liberation (Shujaa, 1994; Walker, 2000; Williams, 2009). This quest continues today as Black families are taking control over their children’s education and homeschooling. Within the modern homeschooling movement, Black homeschooling has continued an upward trend since the 1990s (Rachid, 2005) due to racism in schools (Anderson, 2018; Fields-Smith & Kisura, 2013; Fields-Smith & Williams, 2009; Mazama & Lundy, 2012; Mazama & Musumunu, 2014). The Covid-19 pandemic, subsequent school closures, and virtual learning has also led to more Black families deciding to homeschool, with a dramatic increase during the 2019-2020 school year that today has continued to exceed the rate of homeschooling prior to the pandemic (U.S. Census Bureau, 2021). While many sources cite the Covid-19 pandemic as motivating Black families to homeschool, others note how the pandemic was also the catalyst that pushed Black families to homeschool due to racism in schools. Understanding Black families’ motivations and practices homeschooling is especially important to examine as the pandemic pushes a reconsideration of education particularly in the era of the Black Lives Matter movement.

Drawing on BlackCrit to better interrogate the specificity of (anti)Blackness mattering in the lives of Black families in education and possibilities for Black liberatory fantasy (Dumas & ross, 2016), this paper explores the motivations, visions, and practices of Black families who homeschool in the Midwest – most prior to the Covid-19 pandemic. I utilize a subset of data from a larger critical qualitative study on Black homeschooling. Data include semi-structured interviews and focus groups with Black parents, interviews with Black homeschooled youth and artifacts (e.g. curriculum, lesson plans, drawings, journals, photos) from focal Black homeschool families. This paper examines the experiences of Black parents who were motivated to homeschool due in part to antiblackness in schools and society. In this paper, I examine the detailed ways that antiblackness shapes their decisions to homeschool and draw connections between parents’ motivations and visions for homeschooling their children and how this underscores their pedagogical approaches. Further, this paper explores how Black parents understand their homeschooling within a broader context of Black historical educational efforts and the Black Lives Matter movement.

This paper highlights what Black parents aim to escape from in traditional schooling systems and what they desire to create through homeschooling their children. Centering the experiences of Black homeschooling families encourages educators across spaces to reconsider what learning looks like and how to work to cultivate more liberatory learning experiences that affirm Black children. This paper offers important insight into not only Black parents experiences with antiblackness in schools, but also what they are re-imagining as they reclaim education for themselves through homeschooling.

Author

• Rachel A Johnson, University of Wisconsin – Madison

Trends and Issues in K-12 Virtual Academies: Perspectives of Virtual Academy Leaders

• In Event: Situational Factors and Online Learning

Sun, April 14, 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 4, Room 405

Abstract

Throughout the country, districts are opening virtual schools to provide more flexible educational options for students and families. The study explores the characteristics of K-12 virtual learners, analyzes trends and issues in virtual academies, and identifies opportunities and challenges stakeholders face in virtual education. The study employs a convergent parallel mixed-method design, utilizing both quantitative survey data and qualitative interviews with 11 virtual academy leaders. The findings provide valuable insights into learner characteristics, technology challenges, curriculum development, teacher experiences, and parent and community engagement, contributing to advancing virtual education research and practice.

Authors

• Amy Walter, North Carolina State University
• Florence Martin, North Carolina State University
• Blake Wiggs, The Innovation Project
• Kendall Hageman-Mays, North Carolina State University

Educational Equity and the Logics of COVID-19: Informing School Leadership Practices in a New Period of Democratic Education

• In Event: The Political Polarization of Educational Politics and Its Implications for Democratic Education

Sun, April 14, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 414

Abstract

The COVID-19 pandemic created numerous disruptions for schools and districts that are still being dealt with heading into year three of the pandemic. The impact of COVID-19 on school operations has been unprecedented. The closing and reopening of schools, the transition of learning from in-person to online environments, and the ongoing public health crisis have created numerous roadblocks within the K-12 education sector. Communities across the United States had to navigate rising inflation and destabilization in the housing and rental markets (Dietrich et al., 2022). The pandemic exacerbated mental health issues, strained health resources, and widened opportunity and academic gaps in education (Kauffman & Badar, 2022). During the early weeks of the pandemic, schools had to transition millions of students and educators into virtual learning spaces. These disruptions significantly impacted approaches and initiatives that were being set in motion prior to the pandemic. In the aftermath of George Floyd’s murder, many organizations quickly released racial and equity-oriented statements that articulated their new (or ongoing) commitments to addressing racial inequality, advancing professional development that would help alleviate racial biases and racist practices, and supporting communities of color (Knopf et al., 2021). However, recent political and social shifts in U.S. society have exacerbated barriers for students and have created unfavorable conditions for school leaders. School leaders have had to navigate teachers, families, and students through the constant transitions that have impacted education since 2020. The ongoing racial, socioeconomic, and linguistic diversification happening in schools requires educational leaders to be attentive to students’ needs, their learning opportunities, and their community contexts. In this conceptual paper, we discuss equity-oriented leadership specifically within the ongoing COVID-19 pandemic educational landscape. COVID-19 has presented numerous challenges to how education is delivered and received in U.S. schools but has also offered opportunities to promote equitable based teaching and learning practices that can help students succeed academically. Furthermore, these opportunities have presented opportunities to reimagine democratic education, and promote equity-oriented leadership practices as it relates to how schools are organized and operate. We define democratic education as the ability for educators and students to choose learning options without any barriers, and opportunities to engage in the democracy process that promotes civic values, citizenship, and school governance. The purpose of this conceptual paper is to show the importance of equity-oriented leadership during ongoing threats to the current structure of democratic education. This includes promoting district equity initiatives and collaborations that will support learning communities that will meet the needs of students.

Authors

• Joshua Childs, University of Texas at Austin
• Caitlin Farrell, University of Colorado – Boulder
• Ain A. Grooms, University of Wisconsin – Madison
• April L. Peters-Hawkins, University of Houston
• Eligio Martinez, California State Polytechnic University – Pomona
• Alison Fox Resnick, University of Colorado – Boulder
• Terrenda Corisa White, University of Colorado – Boulder
• Paula Arce-Trigatti, National Network of Education Research-Practice Partnerships

Fairness-Aware Behavioral Clustering for Self-regulated Learning in Virtual Learning Environments

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: AERA24 Studying and Self-Regulated Learning SIG Poster Session

Sun, April 14, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall A

Abstract

Virtual learning environments (VLEs) are widely used in K-12 education; however, students struggle to engage in self-regulatory learning processes, drawing on the need to provide adaptive and personalized support. Although students’ behavioral patterns in VLEs were studied to design effective SRL support, very limited attention has been paid to the algorithm bias and the fairness of clustering results. We examined six behavioral patterns of SRL identified by fair-capacitated clustering (FCC), an algorithm that incorporates constraints to ensure fairness in the assignment of data points, from a sample of 14,251 secondary school learners with 20,297,075 rows of log data in a virtual math learning environment. The preliminary design ideas for adaptive support customized for each cluster are discussed.

Authors

• Yukyeong Song, University of Florida
• Chenglu Li, University of Utah
• Wanli Xing, University of Florida
• Hakeoung Hannah Lee, University of Texas at Austin
• Shan Li, Lehigh University
• Yingbo Ma, University of Florida

Understanding the Relationships between Student Use of a Virtual Learning Environment for Algebra and Achievement on a High Stakes Test

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Technology Innovations for Learning

Sun, April 14, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Second Floor, Exhibit Hall A

Abstract

There has been a proliferation of virtual learning environments (VLE) available to students for both in-class and at-home use. The objective of the current student was to understand the relationships between student self-regulated learning (SRL) with a VLE across a year and achievement on a high-stakes test. Using data from an Algebra VLE, the study used random forests and latent growth models to understand the relationships between student actions in the VLE and achievement in a high-stakes Algebra 1 test. The results show that student actions related to practice problems were the most important predictors of high scores on the assessment. Activities related to viewing videos and participating in a discussion forum were also related to Algebra 1 scores.

Authors

• Amber Danielle Hatch, University of Florida
• Walter L. Leite, University of Florida
• Jordan C. Sutherland, University of Florida
• Cathy Cavanaugh, University of Florida
• Zandra de Araujo, University of Florida

SITE Interactive 2023 – Applying R2D2/C3PO, a Research-based, Validated Instructional Design Model in Teaching Practice

As you may have seen yesterday, I mentioned that SITE Interactive 2023 was happening and that I had looked through the schedule to find the K-12 distance, online, and blended learning session.  The final one I wanted to blog about was:

Applying R2D2/C3PO, a Research-based, Validated Instructional Design Model in Teaching Practice

Collaboration ActivityID: 62746

1. Ann Armstrong
   Northcentral University
2. Jessica Schoumaker
   National University
3. Kathy Tummino
   National University

Abstract: Out of the COVID-19 pandemic and the precipitous move to remote learning, new approaches to online and blended learning are becoming increasingly accepted and demanded by teachers and students. New instructional design models, instructional strategies, and learning activities are being put into practice in schools. These approaches provide for the ability to simultaneously teach students in the physical classroom and online. New professional development models help teachers effectively deliver online learning fostering student engagement in a collaborative environment. Significant gains were made in understanding how to design and deliver online synchronous, asynchronous, and blended learning based on teacher experiences during the COVID-19 shut down of traditional classes. Researchers are now able to leverage the lessons learned with new and updated research models, such as Armstrong’s R2D2/C3PO, being applied in practice that will help optimize future education.

Topic

• Beyond Emergency Remote Teaching: Supporting Learning and Engagement in Online and Blended Environments

There were two more I was trying to hit during the same slot, so I was able to make it back from the final 15 minutes.  When I arrived in the room, they had participants in breakout rooms and were already half way through the activity.  Within three or four minutes they brought everyone back and began to debrief from the activity they had been doing.  As I wasn’t there for the breakout instructions, I didn’t fully appreciate the comments back in the debrief.  One observation that I made was that almost all of the comments were focused on higher education or learning with adults.

Once they got back to the slides, they talked a bit about the critical incident technique and had the participants respond to a series of questions about the model that they had just undertaken.

At the end they shared this article – https://www.igi-global.com/chapter/r2d2c3po-video-conferencing-instructional-strategies-and-learning-activities/315812 – which it seems that the presentation was focused on.