Virtual School Meanderings

March 9, 2017

SITE 2017 – The Role Of Learning Strategies In Online Language Learning: A Structural Equation Modeling Analysis

The thirty-four session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

The role of learning strategies in online language learning: A structural equation modeling analysis

  1. Chin-Hsi Lin, Michigan State University, United States
  2. Yining Zhang, Michigan State University, United States
  3. Binbin Zheng, Michigan State University, United States

Thursday, March 9 11:50 AM-12:10 PM

No presider for this session.

Students’ active regulation of learning, through a variety of cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online language courses, very little is known about students’ strategy use in these learning environments, or how such strategies may affect their online learning outcomes. This study aims to fill this gap by examining students’ learning-strategy use across a number of online language courses, and investigating the role of learning strategies within the framework of self-regulated learning.This study collected data on the online language-learning strategies used by 466 high-school students who were taking various online language courses in a Midwestern virtual school. Our findings indicated that students in the sample used online learning strategies at a moderate level in their language learning process.

ID
50785
Type
Brief Paper
Topic
K-12 Online Learning

Note that I am in a different session right now (as SITE has a habit this week of double booking several items).  So if there is anyone in the room that would like to share their notes, please post them in the comments below.

SITE 2017 – Perceptions of K-12 Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study

The thirty-three session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

Perceptions of K-12 Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study

  1. Leslie Pourreau, Kennesaw State University, United States
  2. Anissa Lokey-Vega, Kennesaw State University, United States

Thursday, March 9 11:50 AM-12:10 PM

No presider for this session.

This qualitative case study examined professional educators’ beliefs and perceptions about K-12 online teaching endorsement (OTE) practices in the state of Georgia based on interviews with three University System of Georgia teacher educators, one Georgia K-12 virtual school administrator, and two Georgia K-12 virtual school educators plus personal narrative observations from the primary investigator. Data collected came from one-one-one semi-structured interviews, the personal narrative, and the Georgia OTE standards. Analysis showed that issues and concerns raised by the participants about current K-12 OTE preparation practices reflected real problems and challenges related to a lack of customized virtual educator training, educator perceptions or misconceptions about online instruction and technology knowledge, and virtual setting imperfections. Findings highlighted issues with current Georgia OTE standards perceived as training issues and barriers to success for virtual educators.

ID
50742
Type
Brief Paper
Topic
K-12 Online Learning

Note that I am in a different session right now (as SITE has a habit this week of double booking several items).  So if there is anyone in the room that would like to share their notes, please post them in the comments below.

SITE 2017 – Unleash Student Connectivity & Engagement through Social Media in K-16 Online Learning

The thirty-second session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

Unleash Student Connectivity & Engagement through Social Media in K-16 Online Learning

  1. Lisa Hervey

    Lisa Hervey

    William & Ida Friday Institute for Educational Innovation @ North Carolina State University
    Raleigh, NC

    , North Carolina State University, United States

  2. Jaclyn Stevens, North Carolina State University, United States

Thursday, March 9 11:30-11:50 AM

No presider for this session.

Secretary Arne Duncan once said “The hard thing is to stop doing old things. I think so often in education, we’re good at starting things and less good at stopping things that don’t have as much impact.” The rapid proliferation of social media in the 21st century has left teachers scrambling to understand the implications of networked students and the associated pedagogical possibilities and challenges within online learning environments (Krutka & Carpenter, 2016). To date, many educators and education policies have focused more on the problems associated with social media than the opportunities. School rules are often directed to what students should not do with social media, rather than what they should or could do (Carpenter & Krutka, 2014). Social media can be effectively leveraged to make “learning look like how kid’s live” (Barnes, 2014). Now is the time to learn how to liberate student engagement & connectivity through social media within K-16 online learning environments.

ID
50403
Type
Best Practices
Topics
K-12 Online Learning Mobile Learning Teaching and Learning with Emerging Technologies

Note that I am in a different session right now (as SITE has a habit this week of double booking several items).  So if there is anyone in the room that would like to share their notes, please post them in the comments below.

SITE 2017 – Innovation in Design of Project-Based Learning for the K-12 Online Context

The thirtieth session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

Innovation in Design of Project-Based Learning for the K-12 Online Context

  1. Anissa Lokey-Vega

    Anissa Vega

    Kennesaw State University
    Kennesaw, GA

    , Kennesaw State University, United States

  2. Kimberly Bondeson, Gwinnett Online Campus, United States

Thursday, March 9 11:15-11:45 AM

No presider for this session.

Research-based best practices that employ learning theories such as Project-Based Learning have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher-developers face many constraints during the process of instructional design, and require additional supports to translate these learning theories into their lessons. The researchers of this study employed a design and development research method to co-develop three project-based lessons for a 9th grade literature course online. Resulting from documentation of a repetitive instructional design process, the researchers propose two models, the Project-Based Online Lesson Structure Model, which maps an order of content presentation to offer to learners, and the Project-Based Online Learning Instructional Design Model, which maps a step-by-step process for teacher-developers to follow in designing project-based online lessons for K-12 learners.

ID
50318
Type
Full Paper – Book (submit final version now)
Topic
K-12 Online Learning

Note that I am in a different session right now (as SITE has a habit this week of double booking several items).  So if there is anyone in the room that would like to share their notes, please post them in the comments below.

SITE 2017 – New Zealand Teacher Educators’ Knowledge Of And Attitudes Towards Online And Blended Learning

The thirty-first session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

New Zealand teacher educators’ knowledge of and attitudes towards online and blended learning

  1. Sandra Williamson-Leadley, University of Otago, New Zealand
  2. Keryn Pratt, University of Otago, New Zealand

Thursday, March 9 11:30-11:50 AM

No presider for this session.

Online learning is an increasing feature of New Zealand secondary schools, yet it is largely ignored within current initial teacher education programmes. This research reports on the results of interviews with 11 initial teacher educators from two programmes with the aim of understanding why this is the case. It focuses on their knowledge of what online and blended learning is and what is currently occurring, as well as their attitudes towards these forms of learning. Key themes identified within the interviews will be reported, and their implications for both teacher education and online teaching and learning in New Zealand schools are discussed.

ID
50236
Type
Brief Paper
Topic
K-12 Online Learning

Note that I am in a different session right now (as SITE has a habit this week of double booking several items).  So if there is anyone in the room that would like to share their notes, please post them in the comments below.

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