Challenges, Opportunities, and Trends in Quality K-12 Online Environments

2015 ◽  
pp. 19-44 ◽  
Author(s):  
Marius Boboc
Keyword(s):  
Online Education ◽  
Student Support Services ◽  
Relevant Literature ◽  
Academic Programs ◽  
Background Information ◽  
Future Research ◽  
Depth Analysis ◽  
Online Environments ◽  
K 12 ◽  
Further Development

This chapter provides background information related to K-12 online education, ranging from definitions to benefits and challenges. An in-depth analysis of the virtual learning landscape reveals the multitude of dimensions by which it could be evaluated, including the range of programs, service provider types, approaches to blended learning, kinds of instruction delivery, as well as levels of interaction within cyberspace. A proposed theoretical framework identifies academic programs/curricula, student support services, and virtual program/school administration as categories that connect the relevant literature review to recommendations for future research intended to inform policy-setting efforts aimed at supporting the further development of high quality K-12 online environments.

Challenges, Opportunities, and Trends in Quality K-12 Online Environments

2016 ◽  
pp. 1680-1705
Author(s):  
Marius Boboc
Keyword(s):  
Online Education ◽  
Student Support Services ◽  
Relevant Literature ◽  
Academic Programs ◽  
Background Information ◽  
Future Research ◽  
Depth Analysis ◽  
Online Environments ◽  
K 12 ◽  
Further Development

This chapter provides background information related to K-12 online education, ranging from definitions to benefits and challenges. An in-depth analysis of the virtual learning landscape reveals the multitude of dimensions by which it could be evaluated, including the range of programs, service provider types, approaches to blended learning, kinds of instruction delivery, as well as levels of interaction within cyberspace. A proposed theoretical framework identifies academic programs/curricula, student support services, and virtual program/school administration as categories that connect the relevant literature review to recommendations for future research intended to inform policy-setting efforts aimed at supporting the further development of high quality K-12 online environments.

Continuity and Developments in Terms of Challenges, Opportunities, and Trends in Quality K-12 Online Environments

2019 ◽  
pp. 1-32
Author(s):  
Marius Boboc
Keyword(s):  
Online Education ◽  
Student Support Services ◽  
Relevant Literature ◽  
Academic Programs ◽  
Background Information ◽  
Future Research ◽  
Online Environments ◽  
K 12 ◽  
Further Development ◽  
Policy Setting

This chapter provides updated background information related to K-12 online education, ranging from definitions to benefits and challenges, based on an earlier version of the document. Comparative analyses of the virtual learning landscape reveal the increasingly complex parameters by which it could be evaluated, including the range of programs, service provider types, approaches to blended learning, kinds of instruction delivery, as well as levels of interaction within cyberspace. A theoretical framework introduced in the previous version of the chapter continues to identify academic programs/curricula, student support services, and virtual program/school administration as categories that connect the relevant literature review to recommendations for future research intended to inform policy-setting efforts aimed at supporting the further development of high-quality K-12 online environments.

Community of Inquiry as Teacher Professional Development in China

2017 ◽  
pp. 100-118 ◽  
Author(s):  
Hiller A. Spires ◽  
Shea N. Kerkhoff ◽  
Meixun Zheng
Keyword(s):  
Professional Development ◽  
Community Of Inquiry ◽  
New Literacies ◽  
Future Research ◽  
Pedagogical Change ◽  
Teachers Perceptions ◽  
Reform Agenda ◽  
Depth Analysis ◽  
Teacher Professional ◽  
K 12

Over the past decades, improving teacher instructional quality has been a top priority in the Chinese government's K-12 educational reform agenda. Within this reform context, the purposes of this chapter are to share: (a) a community of inquiry model of professional development on new literacies that is being used with teachers in China; and (b) qualitative data from three teachers' perceptions of the professional development, their classroom practices, and challenges they are confronting as they implement changes in their educational system. Emerging themes indicated that teachers embraced pedagogical change along a continuum, from resistant to completely open, within the context of their school culture. Challenges to pedagogical change included teacher cultural identity and lack of time and commitment needed for implementation. Future research will include more in-depth analysis of the change process that Chinese teachers embrace as they conceptualize and apply new literacies and innovative pedagogies in their classrooms.

scholarly journals Significance of Literature Review in the Research of Social Sciences

2020 ◽  
Vol 1 (1) ◽  
pp. 96-102
Author(s):  
Jagat Prasad Parajuli
Keyword(s):  
Literature Review ◽  
Relevant Literature ◽  
Research Work ◽  
Critical Evaluation ◽  
Research Problem ◽  
Research Literature ◽  
Background Information ◽  
Research Review ◽  
Future Research ◽  
Research Writing

Literature review is a preparatory work that enables a researcher to take up motivating future research. Literature review often makes a researcher an expert specialist of specific subject. Literature review is not just a report that summaries articles or books but it provides a description, summary as well as the critical evaluation of a scholarly work. The purpose of literature review is to provide background information, to establish importance, to demonstrate reliability and to carve out a space for further addition to research. Review of the literature is very essential and important for the proposed research writing. It’s always helpful for the researcher throughout his research work. Without surveying the relevant literature, no one can identify the research problem. So review of literature is the backbone of the research problem. Most of the other elements of the proposal are related with it. Reviewing the literature provides the guideline to the researcher to complete his proposed research oriented studies. Research is a process of knowing causes and effects of the events. Research is essential to know the fact; because seeing, hearing and feeling may be different than the reality. Knowing from such activities does not have the proof and such knowledge would not be believable to the others. But the knowledge gained from a researcher is proved by evidences and that is believed by others. Such work is known as a scientific research and it provides us reliability, authenticity and validity of the relevant social phenomenon.

K-12 Online Education

2014 ◽  
pp. 385-400 ◽  
Author(s):  
Wayne Journell ◽  
Ben McFadyen ◽  
Marva S. Miller ◽  
Kathryn Kujawski Brown
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
The United States ◽  
Future Research ◽  
Learning Needs ◽  
Face To Face ◽  
Diverse Learning ◽  
Face To Face Instruction ◽  
K 12

It is growing increasingly evident that online learning is the future of K-12 education, both in the United States and the rest of the industrialized world. Improved technology, coupled with the perceived cost-effectiveness of online education, has resulted in growing numbers of states and K-12 school districts embracing “anytime, anywhere” education. Research on K-12 online education, however, has not kept up with its growth. This chapter explores three structural issues that are currently limiting online learning from being a viable alternative to K-12 face-to-face instruction in the United States: inadequate training of online K-12 teachers, issues related to accessibility for students with diverse learning needs, and the importance of structuring courses in a way that responds to the diverse backgrounds of K-12 students. Although this chapter is framed from an American perspective, largely because the vast majority of K-12 online learning occurs in the United States, future research on these issues is essential to K-12 online education in any context.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

Novel Coronavirus Disease (COVID-19): A Narrative Review Based on Current Status

2020 ◽  
Vol 18 ◽  
Author(s):  
Rina Das ◽  
Dinesh Kumar Mehta ◽  
Meenakshi Dhanawat
Keyword(s):  
Severe Acute Respiratory Syndrome ◽  
Clinical Symptoms ◽  
Virus Disease ◽  
Relevant Literature ◽  
World Health ◽  
Current Status ◽  
Future Research ◽  
Treatment And Prevention ◽  
First Case ◽  
Novel Coronavirus

Abstract:: A novel virus, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), appeared and expanded globally by the end of year in 2019 from Wuhan, China, causing severe acute respiratory syndrome. During its initial stage, the disease was called the novel coronavirus (2019-nCoV). It was named COVID-19 by the World Health Organization (WHO) on 11 February 2020. The WHO declared worldwide the SARS-CoV-2 virus a pandemic on March 2020. On 30 January 2020 the first case of Corona Virus Disease 2019 (COVID-19) was reported in India. Now in current situation the virus is floating in almost every part of the province and rest of the globe. -: On the basis of novel published evidences, we efficiently summarized the reported work with reference to COVID-19 epidemiology, pathogen, clinical symptoms, treatment and prevention. Using several worldwide electronic scientific databases such as Pubmed, Medline, Embase, Science direct, Scopus, etc were utilized for extensive investigation of relevant literature. -: This review is written in the hope of encouraging the people successfully with the key learning points from the underway efforts to perceive and manage SARS-CoV-2, suggesting sailent points for expanding future research.

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

A Taxonomy for Psycho-Oncological Intervention Techniques in an Acute Care Hospital in Germany

2021 ◽  
pp. 1-7
Author(s):  
Martina Madl ◽  
Marietta Lieb ◽  
Katharina Schieber ◽  
Tobias Hepp ◽  
Yesim Erim
Keyword(s):  
Acute Care ◽  
Interrater Reliability ◽  
Acute Care Hospital ◽  
Future Research ◽  
Systematic Research ◽  
Care Hospital ◽  
Certification System ◽  
Stepwise Procedure ◽  
Further Development

<b><i>Background:</i></b> Due to the establishment of a nationwide certification system for cancer centers in Germany, the availability of psycho-oncological services for cancer patients has increased substantially. However, little is known about the specific intervention techniques that are applied during sessions in an acute care hospital, since a standardized taxonomy is lacking. With this study, we aimed at the investigation of psycho-oncological intervention techniques and the development of a comprehensive and structured taxonomy thereof. <b><i>Methods:</i></b> In a stepwise procedure, a team of psycho-oncologists generated a data pool of interventions and definitions that were tested in clinical practice during a pilot phase. After an adaptation of intervention techniques, interrater reliability (IRR) was attained by rating 10 previously recorded psycho-oncological sessions. A classification of interventions into superordinate categories was performed, supported by cluster analysis. <b><i>Results:</i></b> Between April and June 2017, 980 psycho-oncological sessions took place. The experts agreed on a total number of 22 intervention techniques. An IRR of 89% for 2 independent psycho-oncological raters was reached. The 22 techniques were classified into 5 superordinate categories. <b><i>Discussion/Conclusion:</i></b> We developed a comprehensive and structured taxonomy of psycho-oncological intervention techniques in an acute care hospital that provides a standardized basis for systematic research and applied care. We expect our work to be continuously subjected to further development: future research should evaluate and expand our taxonomy to other contexts and care settings.

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