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My notes from: Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology. Vol 33. No 1. 27-37. Online learning requires a...
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Readcube is a free, simple, academic software and reference manager for researchers. Read Cube helps researchers organize, annotate and stay on top of new research literature.
Yet even as enrollments grow, the organizational arrangements for managing online education efforts are in transition at many institutions. More than two-fifths (44 percent) of the survey respondents report that their campus has “reorganized the management of online education” in the past two years, while three-fifths (59 percent) expect to reorganize online education in the next two years. And almost a third (31 percent) report that their institution has reorganized the management of online education in the past two years and anticipate doing it again in the next two years.
In this paper we study in detail representative courses from AI and c-MOOC formats. We establish that although they share the use of distributed networks the format associated with c-MOOCs, which are defined by a participative pedagogical model, are unique and different from AI. We further assign to the AI to a cognitive-behaviourist (with some small contribution of social constructivist) and MOOCs to connectivist pedagogy.
Michael Barbour: Today I would like to announce a Virtual School massive online open course (MOOC) entitled Introduction to K-12 Online Learning Research to be held from 10 September-07 October 2012. This MOOC will be designed to provide a broad overview of the field of K-12 online learning, specifically what is currently known based on the research that has been conducted in the field.
You can access the initial site for the Virtual School MOOC at:
Michael K. BarbourWayne State University, USA
Cory PloughOdyssey Charter High School, USA
K-12 online learning and cyber charter schools have grown at a tremendous rate over the past decade. At the same time, these online programs have struggled to provide the social spaces where students can interact that K-12 schools are traditionally able to provide. Social networking presents a unique opportunity to provide these kinds of social interactions in an online environment. In this article, we trace the development and use of social networking at one cyber charter school to extend the space for online instruction and provide opportunities for social interaction that online schools are often unable to provide.
Kaye Shelton and George Saltsman
This paper summarizes some of the best ideas and practices gathered from successful online instructors and recent literature. Suggestions include good online class design, syllabus development, and online class facilitation offering hints for success for both new and experienced online instructors.
Keywords: online education, distance education, online teaching, online instructor, online faculty training
One of the basic aims of education in general is to teach us how to be a life long researcher, how to discover new fountains of knowledge and illuminate our lives. Knowledge itself is based on research and every discipline be it philosophy, science, technology, art or humanities, they all have one common pillar which is research.
Finding research is often frustrating. You're always running into paywalls and the interfaces to most library databases look like they were designed sometime back in 1980.
Full Text Research Paper:
Sarah Kaplana, Mary Tripsas (2008) Thinking about technology: Applying a cognitive lens to technical change, Research Policy 37 (2008) 790–805 We apply a cognitive lens to understanding technolo...
Yesterday, I was on WBUR's RadioBoston with Matthew Chingos, discussing his new study about online learning in higher education. Matt's study involved recruiting several hundred Introductory Statistics students at several college campuses who were willing to be randomly assigned to either a regular class or a hybrid online class. In the hybrid online class, students took an online version of Intro Statistics mediated entirely by a computer, with online readings, quizzes, activities and so forth. They also met once a week for a discussion section to answer questions.
The Journal of Distance Education publishes scholarly research into distance education, online learning and e-learning.
Michael Barbour of Virtual School Meaderings recently posted this call for papers on the iNacol website:
The Journal of Open, Flexible and Distance Learning is a refereed journal published at least twice annually by the Distance Education Association of New Zealand (www.deanz.org.nz). It publishes articles relating to primary research investigations, literature reviews, the application of distance education innovations, and the experiences of teaching at a distance.
This is a call for submissions for the themed issue to be published in April 2013 on the theme:
Primary and Secondary Distance Education: Expanding the knowledge base in the schools sector.
Focus of the themed issue:
Despite a history of over 90 years, to date there has been little published research on the use of distance education in the primary and secondary environment in New Zealand or other countries in Australasia. Barbour (2011a) examined 262 articles from the main distance education journals for Australia, Canada, New Zealand, and the United States (including the Journal of Open, Flexible and Distance Learning) from 2006 to 2010 and found only 1 of the 262 articles related to distance education in the schools sector in New Zealand. Further, during this five-year period only three of the 21 articles published by the Journal of Open, Flexible and Distance Learning related to primary and secondary distance education in any country.
Unfortunately, this lack of coverage in the academic literature is not consistent with the level of activity that is occurring. For example, at present:The Correspondence School/Te Kura is making the transition from a primarily correspondence model to incorporating more and more online delivery of their curriculum.
This situation is not specific to New Zealand. With the exception of the published material focused on primary and secondary distance education in the United States and Canada, the same could be said of most countries in Australasia. However systematic research into distance education in the schools sector is needed now. In the last two years, various publications have highlighted the discussion related to the future of the New Zealand schools sector (Barbour, 2011b; Wenmoth, 2011; Davis 2010, 2011; Parkes Zaka and Davis, 2011). It is timely to highlight empirical work into distance education in the primary and secondary settings.
Barbour, M. K. (2011a). The promise and the reality: Exploring virtual schooling in rural jurisdictions. Education in Rural Australia, 21(1), 1-20.
Barbour, M. K. (2011b). Primary and secondary e-learning: Examining the process of achieving maturity. Christchurch, New Zealand: Distance Education Association of New Zealand. Retrieved from http://www.vln.school.nz/mod/file/download...ile_guid=114023
Davis, N. E. (2010) Canterbury ’quakes and virtual schooling grows to cover the fault. Computers in New Zealand Schools: Learning, Teaching, Technology, 22(3). Retrieved from http://education2x.otago.ac.nz/cinzs/mod/r...view.php?id=124
Davis, N. E. (2011) Online and blended learning rolling into New Zealand schools. Computers in New Zealand Schools: Learning, Teaching, Technology, 23(1). Retrieved from http://education2x.otago.ac.nz/cinzs/mod/r...view.php?id=139
Parkes, S., Zaka, P., & Davis, N. (2011). The first blended or hybrid online course in a New Zealand secondary school: A case study. Computers in New Zealand Schools: Learning, Teaching, Technology, 23(1). Retrieved from http://education2x.otago.ac.nz/cinzs/mod/r...view.php?id=149
Wenmoth, D. (2011). Business case: Virtual Learning Network Community (VLN-C). Christchurch, New Zealand: CORE Education Ltd.
The proposed issue of JOFDL seeks to advance understanding of distance education in the schools sector in New Zealand, Australia and other Pacifica countries. Contributors will focus on some aspect of distance education in the schools sector.
As a guide, submissions that address the following areas will be considered for publication in this special issue:
a) the challenges of providing distance education to primary and secondary schools in rural and remote areas;
b) the transition from more traditional methods of distance delivery to methods that take advantage of Internet-based tools in the schools sector;
c) the use of Web 2.0 tools, as opposed to more traditional learning management systems, to deliver distance education in the primary and secondary environment;
d) the actual implementation – including the design, delivery, and support – of primary and secondary distance education;
e) the unique challenges for implementing primary and secondary online learning in urban environments; and
f) the movement of tertiary organisations into distance education for the schools sector.
This list is not exhaustive, and all submissions related to distance education in the schools sector in New Zealand, Australia and other Pacifica countries will be considered.
Ideally, submissions will include a carefully developed argument in response to a single issue. Such responses may include empirical work; critical literature reviews which form scholarly responses to relevant questions related to distance education in the schools sector; or contextualised accounts from the schools sectors that are linked to established theory in distance education. Engagement with recent scholarly publications is expected. All submissions will receive a minimum of two reviewers undertaken following a ‘double blind’ peer review process.
Prospective authors will need to register with JOFDL and make all submissions online:
Articles should be submitted by December 1, 2012 for consideration and review. Please select the “Special issue – Primary and Secondary Education” section during the submission process.
Questions and/or one-page article abstracts for preliminary feedback can be directed to the issue editors Michael Barbour (firstname.lastname@example.org) and Keryn Pratt (email@example.com).
K12 Inc. enrolls more public school students than any other private education management organization in the U.S. Much has been written about K12 Inc. (referred to in this report simply as “K12”) by financial analysts and investigative journalists because it is a large, publicly traded company and is the dominant player in the operation and expansion of full-time virtual schools. This report provides a new perspective on the nation’s largest virtual school provider through a systematic review and analysis of student characteristics, school finance, and school performance of K12-operated schools. Using federal and state data, this report provides a description of the students served by K12 and the public revenues received and spent by the company at the school level. Further, the report presents evidence from a range of school performance measures and strives to understand and explain the overall weak performance of these virtual schools.
Research archive of full text pdf articles. 2002 -2012
International publishers of academic, scientific and professional journals since 1979.
IJCEELL is the journal of continuing engineering education, lifelong learning and professional development for scientists, engineers and technologists. It deals with continuing education and the learning organisation, virtual laboratories, interactive knowledge media, new technologies for delivery of education and training, future developments in continuing engineering education; continuing engineering education and lifelong learning in the field of management, and government policies relating to continuing engineering education and lifelong learning.
Web annotation tools are among the most important elements the 21st century digital kit educators need to have. These are free services that allow you to interact with web content by adding notes, commenting , highlighting, bookmarking and sharing. Below is a list I have compiled containing some of the best web annotation tools for teachers to use when navigating the net. Using these tools, teachers will be able to easily capture and draw on a webpage to point out specific elements to share with others. I have also recently published a list of 7 free bookmarking tools for educators that you can check out as well.
Project created by some colleagues in my doctoral program at Athabasca University.
In Sweden, higher education has moved away from distance education, including physical meetings, to online education with no physical meetings at all. This article focuses on the shift from distance to online education using an educational management perspective that is based on economic, staff, and student data collected between 1994 and 2010 (Department of Education, Umeå University). The results showed that in 2005, the number of distance education students increased significantly. In 2007, when all distance courses shifted to online courses, the number of students increased even further. The online courses attract many more students compared to traditional campus courses. Overall, the transition from distance to online courses has contributed to more students, an economy of scale that makes it possible to increase pedagogic development work. The online courses have also contributed to better working conditions for teachers. Without a deliberate educational management strategy, general educational courses might have been discontinued, a choice that would threaten the study of education as an academic discipline per se. As a result of these conditions, we believe ICT pedagogical development needs technical and pedagogical support as well as strategic leadership.
Matt and his colleagues wanted to know whether the online version of a course had the same effect on student achievement (as measured by passing rates, grades, and standardized test scores) as a fairly traditional intro stats class. To make this comparison, they used a research method called a randomized control trial, where participants (students in this case) volunteer to be randomly assigned to either the regular (control) class or the online (intervention class). Most people are familiar with the idea of randomized control trials from medical research, where patients are given an experimental drug and a placebo.
Journal of Educators Online is an online double-blind peer review scholarly journal in the broad area of Computer Mediated Learning (CML) which includes distance, online, electronic, virtual, distributed, blended and mobile learning. Computer-mediated learning occurs when an individual interactively learns (formally or informally, synchronously or asynchronously) about material via computer means where the learning materials and pedagogy are developed to take advantage of the available technologies.
About JIOL: The Journal of Interactive Online Learning focuses on providing a venue for manuscripts, critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives in regards to issues related to higher-level learning outcomes.
The Journal of Interactive Online Learning is published by a joint effort of The University of Alabama, the University of Texas at Tyler, The University of Idaho, as well as other faculty from other institutions.