Virtual School Meanderings

November 8, 2019

Call for Proposals Due Today: SITE 2020 (New Orleans)

A reminder of this conference deadline today.

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

SITE 2020 New Orleans – April 6-10, 2020

Call for Proposals Due: November 8


Dear Michael Barbour,

We invite you to submit your papers to join the SITE 2020 Confernece in New Orleans, Louisiana!

Submit Your Proposals Here!

SITE 2020 in New Orleans is the 31st annual conference of the Society for Information Technology and Teacher Education. SITE is for anyone interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

We invite you to submit for the Topics (Listed Here) in the following categories:

•Full Papers • Book Chapters • Brief Papers • Best Practices • Roundtables • Panels • Posters • Workshops • Symposia • Virtual Sessions • Innovators Playground

Be sure to check out the:

• Conference Schedule Overview
• Topics & Scope
• New Orleans Canal Street Marriott

Best,

Sarah Benson
SITE Conferences Director
@SITE #SITE20


Conference Services AACE – Assoc. for the Advancement of Computing in Education
PO Box 719, Waynesville, NC 28786-0719 USA
E-mail: conf@aace.org * http://.aace.org


November 5, 2019

K-12 Online Learning: Proposals Due 11/8

Note this up-coming call for proposals deadline.

Society for Information Technology & Teacher Education

Dear Michael Barbour,

This is a friendly reminder that proposals for the 2020 SITE International conference are due this Friday! Please consider submitting a proposal related to K-12 Online Learning by November 8, 2019. For more information please check the following link http://site.aace.org/conf/

The conference will be held April 6-10 in New Orleans. We hope to see you there!

Sincerely,
K-12 Online Learning Chairs
Cecil R. Short and Jacqueli

October 7, 2019

K-12 Online Learning: Proposals Due 11/8

Please note this reminder.  Also remember that the Society for Information Technology and Teacher Education is the only academic organization with a specific focus on K-12 distance, online, and blended learning.

Society for Information Technology & Teacher Education

Dear Michael Barbour,

I hope you had a nice weekend.

SITE is now accepting proposals for the Spring 2020 conference, which will run from Monday, April 6 to Friday, April 10 in New Orleans, Louisiana. Take advantage of this opportunity to share your latest research related to online learning. The deadline for proposals is Friday, November 8.

As SIG chairs we look forward to seeing all of you again at the SITE conference. Go to: http://site.aace.org/conf/ and submit your presentation proposal. Please also consider signing up to be a reviewer.

Thank you!!

Sincerely,

Jackie Zweig & Cecil Short

K-12 Online Learning Chairs

September 26, 2019

Article Notice – A Snapshot Of Successful K-12 Online Learning: Focused On The 2015-16 Academic Year In Michigan

As was mentioned in the entry on Journal of Online Learning Research – September 2019: Volume 5, Number 2, this is the fifth and final article in this new issue.

A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan

Jemma Bae Kwon, Kristen DeBruler, Michigan Virtual, United States ; Kathryn Kennedy, Kathryn Kennedy Consulting, United States

Journal of Online Learning Research Volume 5Number 2 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this study was to provide a snapshot of successful K-12 online learning in one of the frontrunner states in the field—Michigan. The authors explored the state’s legislative and policy infrastructure; the beliefs, perceptions, and values of various stakeholders; and statewide enrollment patterns and effectiveness for the 2015-16 academic year. With that understanding, the study presented a secondary analysis of student information, activity, and performance data in a learning management system (LMS) in an attempt to explore success factors at the micro-level. The study results revealed the following: (a) the engagement pattern representing students’ consistent and persistent attempts to complete course tasks week-by-week was the most powerful success factor; (b) a more nuanced notion of students’ time spent in the LMS; and (c) a student population who presents unique needs to be successful in the online learning. The paper concludes with discussion about all findings in terms of a way of creating a feedback loop for upper-level systems.

Citation

Bae Kwon, J., DeBruler, K. & Kennedy, K. (2019). A Snapshot of Successful K-12 Online Learning: Focused on the 2015-16 Academic Year in Michigan. Journal of Online Learning Research, 5(2), 199-225. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2019 from https://www.learntechlib.org/primary/p/196643/.

Article Notice – Interaction, Student Satisfaction, And Teacher Time Investment In Online High School Courses

As was mentioned in the entry on Journal of Online Learning Research – September 2019: Volume 5, Number 2, this is the fourth article in this new issue.

Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses

Chad Turley, Charles Graham, Brigham Young University, United States

Journal of Online Learning Research Volume 5Number 2 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This case study explores differences between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student-content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time investment. This case study addresses this gap by exploring the results of 764 student surveys and investigating the teacher time investments of four teachers. In this study the students’ perception of their learning experience in both models met the online program’s acceptable levels. In some dimensions of the course evaluation, the interactive course had a statistically significant higher rating. The teacher communication logs showed a higher teacher time investment in the more interactive courses, with the highest time investment coming from reaching out to inactive students. Due to the shortage of available literature in K-12 online settings regarding interaction, student satisfaction, and teacher time investment, the author recommends additional research in these areas. By continuing to research and understand better about K-12 online learners, this understanding could influence the development of course interaction standards, assist designers in building better courses, and ultimately lead to higher satisfaction for students.

Citation

Turley, C. & Graham, C. (2019). Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses. Journal of Online Learning Research, 5(2), 169-198. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2019 from https://www.learntechlib.org/primary/p/209812/.

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