Virtual School Meanderings

June 20, 2022

Article Notice – An Overnight Educational Transformation: How did the Pandemic Turn Early Childhood Education Upside Down?

This article was included in the Online Learning – Vol. 26, No. 2 (2022) notice that appeared earlier today that I wanted to specifically highlight as potentially being of particular interest to readers of this space.

Sinem Aslan, Qi Li, Curtis J. Bonk, Lama Nachman


Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely. Unfortunately, there were few lessons that these teachers could learn from experience to cope with this change since online learning in early childhood settings had been scarce until the outbreak of the pandemic. In response, the goal of this interview study was to investigate how early childhood teachers in public and private schools implemented online learning during the pandemic, the challenges they encountered when teaching online, and their suggestions to address these challenges. The results showed that the teachers did not sit still and patiently wait for the re-opening of the schools. Instead, they took assorted initiatives to support their students’ learning and development remotely. They faced several challenges on the way but also suggested various methods to address these challenges through developmentally appropriate technology use. The results of this study have implications for teachers when early childhood programs return to normal. The study creates opportunities for future research to gain greater understanding of the design and implementation of online learning activities with young learners.


Early childhood education, technology integration, online learning, COVID-19 pandemic, distance education

Online Learning – Vol. 26, No. 2 (2022)

Just wanted to post this table of contents alert.  Click on the link at the top to go to the website and access any of these open access articles.

VOL 26, NO 2 (2022)

Table of Contents


Peter Shea

Faculty, Professional Development, and Online Teaching

Improving Retention Factors and Student Success Online Utilizing the Community of Inquiry Framework’s Instructor Presence Model
Michelle L Rosser-Majors, Sandra Rebeor, Christine McMahon, Andrea Wilson, Stephanie L Stubbs, Yolanda Harper, Laura Sliwinski
Online Presentations with PowerPoint Present Live Real-Time Automated Captions and Subtitles: Perceptions of Faculty and Administrators
Anymir Orellana, Georgina Arguello, Elda Kanzki-Veloso

Empirical Studies

An Overnight Educational Transformation: How did the Pandemic Turn Early Childhood Education Upside Down?
Sinem Aslan, Qi Li, Curtis J. Bonk, Lama Nachman
Facilitating Cognitive Presence Online: Perception and Design
Julie McCarroll, Peggy Hartwick
A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction
Lynda Randall, Jessica Jaynes
Academic Performance in Distance Education: Quizzes as a Moderator Variable and Students’ Perception and Expectation through Linguistic Analysis
Laura Parte, Lucía Mellado
Predicting social presence in videoconference-supported LMS courses: Mediation through L2 writing and speaking strategies
Daniel Bailey, Norah Almusharraf, Asma Almusharraf
From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19
William H. Stewart, Youngkyun Baek, Patrick R. Lowenthal
Relationships Between Online Student Engagement Practices and GPA Among RN-to-BSN Students
Kathryn E. Rioch, Jennifer L. Tharp
The Effects of Nudges on Students’ Use of the Diagnostic Assessment and Achievement of College Skills
David W Franklin Jr, Jason Bryer, Angela M Lui, Heidi L Andrade, Diana Akhmedjanova
Face-to-face vs. Online Asynchronous Teaching in a Conservation Biology Course
Carrie Wells, Michelle Pass, Jane Walsh
The Impact of Attitudes, Beliefs, and Cognitive Reflection on the Development of Critical Thinking Skills in Online Students
Boban Simonovic, Katia Vione, Dean Fido, Edward Stupple, James Martin, Richard Clarke
Effect of Feedback with Video-based Peer Modeling on Learning and Self-efficacy
Wadi Eghterafi, Mary C. Tucker, Icy (Yunyi) Zhang, Ji Yun Son

Qualitative Perspectives

Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education
Jonathan Becker, Michael Schad
A Case Study Approach to Exploring Resilient Pedagogy During Times of Crisis
Katie Clum, Elizabeth Ebersole, David Wicks, Munyi Shea

Book Review

Book Review: Leading the eLearning Transformation of Higher Education: Leadership Strategies for the New Generation, 2nd ed. Gary E. Miller and Kathleen S. Ives (Eds.)
Don Olcott, Jr.

Review of Literature

Community of Inquiry Framework: Research Trends Between 2000-2020
Yusuf Ziya Olpak

May 12, 2022

May 2022 issue of the MERLOT newsletter “From the Vineyard”

Filed under: virtual school — Michael K. Barbour @ 12:04 pm
Tags: , , , , , , ,

Note this item – nothing specific to K-12, but several interesting articles.

Dear MERLOT Community Member,

Here is a link to the May 2022 issue of the MERLOT newsletter “From the Vineyard”:

We are proud to distribute this newsletter three times a year to MERLOT members.

We hope you enjoy it.



April 19, 2022

Online Learning – “Simplicity is Key”: Literacy Graduate Students’ Perceptions of Online Learning

I received several citation notices from one of my open scholarship networks that looked like this:

  • March 2022
  • Online Learning 26(1)
  • DOI: 10.24059/olj.v26i1.3288
  • License CC BY 4.0

This was actually a full issue of Online Learning posted by one of the editors, so the first specific article was:

Ann Van Wig, Shuling Yang, Chelsey Bahlmann Bollinger, Xiufang Chen, Tala Karkar Esperat, Kathryn Pole, Nance Wilson


Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses need to consider student voice in course development. This survey research queried literacy master’s degree candidates their perceptions prior to and after taking online classes, their confidence levels using technology, and about the technological tools that have impacted their learning. Results indicated initial perceptions of online learning changed positively after engagement in coursework, but course design influenced collaboration and engagement. Statistical significance was found in changes in initial perceptions of online learning to a more positive overall feelings toward online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.


graduate, technology, student perceptions, online education, literacy

Online Learning – Implementing blended first-year chemistry in a developing country using online resources

I received several citation notices from one of my open scholarship networks that looked like this:

  • March 2022
  • Online Learning 26(1)
  • DOI: 10.24059/olj.v26i1.3288
  • License CC BY 4.0

This was actually a full issue of Online Learning posted by one of the editors, so the second specific article was:

Charisse Tongson Reyes, Sara Helen Kyne, Gwendolyn Angela Lawrie, Christopher David Thompson


Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.


blended learning, first-year chemistry, resource-based learning
Next Page »

Blog at