Virtual School Meanderings

September 30, 2022

SITE Presidential Updates

An update from the folks at the Society for Information Technology and Teacher Education.

SITE - Society for Information Technology & Teacher Education
Society for Information Technology & Teacher Education

Hello Michael Barbour:

I hope you are doing well! I have a few items to share with you.

First, I am looking forward to seeing many of you at SITE Interactive next week. There are some great sessions planned! Check out our website ( for more information.

We’re also getting ready to head to New Orleans for the annual SITE conference. This will be my final SITE conference as president before handing it over to president-elect Jake Cohen. Send your proposal in by October 28!

Additionally, I will be seeing some of you at next Tuesday’s roundtable discussions if your institution is among the signers of the Digital Equity and Transformation Pledge.

SITE, alongside AAQEP, AACTE, CAEP, ISTE, and the U.S. Department of Education launched the Digital Equity and Transformation Pledge in June as a way to mobilize change in how Educator Preparation Programs (EPPs) prepare future teachers for new learning environments.

COVID created an urgency to make fundamental shifts in how we prepare future teachers, but also a window of opportunity for innovation at all levels. With this pledge, we are looking to leverage this opportunity to innovate teacher preparation for success in new learning environments.

The following establishes principles intended for EPPs to signal their support for changes to how we prepare new teachers.

  1. Prepare teachers to thrive in digital learning environments.
  2. Prepare teachers to use technology to pursue ongoing professional learning.
  3. Prepare teachers to apply frameworks to accelerate transformative digital learning.
  4. Equip all faculty to continuously improve expertise in technology for learning.
  5. Collaborate with school leaders to identify shared digital teaching competencies.

We believe that SITE shares this vision and we want to invite you to join the growing number of EPPs signing on to the pledge. As a signatory, the coalition would invite both an EPP leader and a faculty champion selected to participate in bi-annual virtual roundtables to address strategies to bring about change (the first one is on Tuesday, October 4). Faculty champions are typically embedded in the program and model effective digital pedagogy for colleagues.

Already more than 60 EPPs have signed on and we hope you will consider joining this auspicious group. Head to to sign up.

Thank you,

Elizabeth Langran, PhD
SITE President
@SITEconf | #SITE23

SITE – Society for Information Technology & Teacher Education
PO Box 719, Waynesville, NC 28786-0719 USA
E-mail: *

Article Notice – A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality

Filed under: virtual school — Michael K. Barbour @ 8:04 am
Tags: , , , , ,

One of my own articles that was officially published over the past week.

A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality


  • Stephanie Moore, University of New Mexico
  • George Veletsianos, Royal Roads University
  • Michael K. Barbour, Touro University California



mental health, online learning, remote education, anxiety, stress, well-being, wellness


While there has been a lot of debate over the impact of online and remote learning on mental health and well-being, there has been no systematic syntheses or reviews of the research on this particular issue. In this paper, we review the research on the relationship between mental health/well-being and online or remote learning. Our review shows that little scholarship existed prior to 2020 with most studies conducted during the COVID-19 pandemic. We report four findings: (1) pandemic effects are not well-controlled in most studies; (2) studies present a very mixed picture, with variability around how mental health and well-being are measured and how/whether any causal inferences are made in relation to online and remote learning, (3) there are some indications that certain populations of students may struggle more in an online context, and (4) research that does not assume a direct relationship between mental health and online provides the best insight into both confounding factors and possible strategies to address mental health concerns. Our review shows that 75.5% of published research on this topic either commits the correlation does not equal causation error or asserts a causal relationship even when it fails to establish correlations. Based on this study, we suggest that researchers, policymakers, practitioners, and administrators exercise extreme caution around making generalizable assertions with respect to the impacts of online/remote learning and mental health. We encourage further research to better understand effects on specific learner sub-populations and on course—and institution—level strategies to support mental health.

Michael, you have 20 more citations

Filed under: virtual school — Michael K. Barbour @ 6:02 am
Tags: , , , , ,

An item from one of my open scholarship networks.

Michael K. Barbour
Michael, we found 20 citations of your work last week
Find out more
ResearchGate GmbH, Chausseestr. 20, 10115 Berlin, Germany. Imprint.
See our Privacy Policy and Terms of Service.

The actual report read:

Report for week ending
September 24, 2022
Stats overview
  • +13.7
    Research Interest Score
    Show breakdown
  • +276
    Show breakdown
  • +24
    Show breakdown
  • 0
    Show breakdown
Researchers who read your work
Read your publication’s full text
Funmi Olubode-Sawe
Institution and department
  • Federal University of Technology, Akure
  • Institute of Technology-Enhanced Learning and Digital Humanities (INTEDH)
  • Applied Linguistics · Language Teaching · English for Specific Purposes + 3 others
Read your publication’s full text
Rooksana Rajab
  • Resonance Consulting Services
Read your publication’s information
İstek Aksak Kömür
Institution and department
  • Anadolu University
  • Department of Distance Education
  • Learning · Educational Drama · Drama and Theatre in Education + 3 others
Read your publication’s full text
Sana Alzahrani
  • King Saud University
  • Pedagogy and Education · Professional Development · Teaching Experience + 9 others
Read your publication
Read your publication’s information
Rakotovao Manovosoa
  • Institut Supérieur de Technologie d’Antananarivo
  • Services Marketing · Consumer Satisfaction · Consumer Behavior + 1 other
8 Full-text reads
Current total: 9,296
5 Full-text reads
Current total: 7,259
5 Full-text reads
Current total: 2,487
Researchers who cited your work
Simon Khoza
Institution and department
  • University of KwaZulu-Natal
  • School of Education
  • E-Learning · Technology Enhanced Learning · Web 2.0 + 1 other
Stefani Boutelier
Institution and department
  • Aquinas College
  • Education
  • Curriculum Development · Teacher Training · Pedagogy and Education + 10 others
Caitlin Riegel
Institution and department
  • Niagara University
  • College of Education
  • Teaching and Learning · Teacher Training · Educational Technology + 12 others
Katharina Simbeck
Institution and department
  • Hochschule für Technik und Wirtschaft Berlin
  • Institut für Wirtschaftsinformatik
  • Finance · Applied Artificial Intelligence · Learning Analytics + 1 other
Jacqueline Specht
Institution and department
  • The University of Western Ontario
  • Centre for Inclusive Education
  • Teaching and Learning · Teaching · Teacher Training + 1 other
Darling Selvi
Working as Assistant Professor at Rani Anna Government College for Women, Tirunelveli-8
Institution and department
  • Rani Anna Government College for Women
  • Department of Commerce
  • Retail · Customer Satisfaction · Branding + 19 others
Katherine Baleja
Institution and department
  • Wayne State University
  • College of Education
  • Digital Literacy · Computer Literacy · Media Literacy + 8 others
Richard Ferdig
Institution and department
  • Kent State University
  • Research Center for Educational Technology
  • Educational Technology · Education Research · Leadership + 1 other
Nicole Ludwig
Institution and department
  • Aquinas College
  • Education
  • Teaching and Learning
Chrystalla Mouza
Institution and department
  • University of Delaware
  • School of Education
  • Educational Technology · Pre-Service Teachers · Teaching Methods + 3 others

September 29, 2022

Register Today & Save at SITE Interactive

Note this up-coming conference.

Register & Save By Monday, October 3.

NEW FOR 2022! Register for SITE Interactive 2022 Online and receive 20% off your registration to SITE 2023 in New Orleans. Save up to $120 on full price registrations.

*Register as usual and Select the bundled rate at Registration.

Rate Bundle Details
Register Now
Registration for SITE Interactive includes:
  • LIVE & Asynchronous presentation options
  • Paper publication in the LearnTechLib proceedings
  • Interaction with session’s participants before, during and after the event
  • Technical support for the online presentation platform
  • Access to all conference session discussions
  • Viewing of recorded keynote and invited speaker talks
  • Unlimited proceedings access via the LearnTechLib
  • Access to Keynotes & Invited Speaker talks
  • FREE LIVE Workshops
Daniele Di Mitri, DIPF Leibniz Institute for Research and Information in Education
Roxana Marachi, San Jose State University
Mary Rice & Miachael Barbour, Editors of Journal of Online Learning Research
Speaker Info
FREE to join when you register for SITE Interactive!
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All currently enrolled students qualify for a discounted registration rate.
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Michael, You Have A New Citation

Filed under: virtual school — Michael K. Barbour @ 10:08 am
Tags: , , , , ,

The first of two other items from one of my open scholarship networks.

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:

  • September 2022
  • Frontiers in Education 7:965659
  • DOI: 10.3389/feduc.2022.965659
  • License CC BY 4.0
  • Agata Guskaroska
  • Emily Dux Speltz
  • Zoë Zawadzki
  • Şebnem Kurt

Abstract – The COVID-19 pandemic forced most educational institutions in the US to quickly transfer to emergency remote teaching, finding many instructors and students unprepared. This study explored university students’ perspectives in a composition course during the emergency period and proposes guidance on designing a “student-friendly” online learning environment. This study examines the students’ concerns about and challenges with emergency remote teaching, the course’s benefits during the online learning period, and students’ recommendations for improvement. The research was conducted in seven sections of a multimodal composition course at a large, Midwestern university. Participants responded to a virtual discussion board at the beginning of online instruction and a survey after online instruction. Qualitative analysis of responses—guided by the Community of Inquiry (CoI) framework—showed that the participants expressed challenges with staying motivated, completing coursework, and feeling socially disconnected from instructors and classmates. Benefits expressed by the participants included increased flexibility in their schedules, improved time management skills, and increased virtual communication with instructors. This study highlights suggestions that can guide the design of composition courses and pedagogical practices for emergency remote teaching in the future.

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