Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 1132-1146
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 88-102
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

The Forgotten Teachers in K-12 Online Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 18-33 ◽  
Author(s):  
Michael Kristopher Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internals. The aim of this study was to examine the nature of the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a design team. Further research should be conducted on the intended use of technology tools requested.

Starting With What We Know

2011 ◽  
pp. 68-92
Author(s):  
Bronwyn Bevan
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Science Centers ◽  
Web Based ◽  
Research Framework ◽  
Pedagogical Design ◽  
K 12 ◽  
Informal Science Institutions ◽  
The Web

This chapter examines attributes of learning in informal environments, using a research framework developed by the Center for Informal Learning and Schools. It considers how essential characteristics of learning within science centers can translate and apply to learning in Web-based informal learning environments. It argues that in designing virtual environments, informal science institutions need to build on their particular strengths and pedagogical design principles in order to fill an educational niche in the Web landscape, and not compete with commercial or even K-12 educational agencies similarly engaged in the development of online learning environments.

Still Forgotten Teachers in K-12 Online Learning

2018 ◽  
pp. 88-107
Author(s):  
Michael K. Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12 ◽  
Intended Use

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internally. The aim of this chapter was to examine the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a team. Further research should be conducted on the intended use of technology tools requested.

Starting With What We Know

2011 ◽  
pp. 1259-1280
Author(s):  
Bronwyn Bevan
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Science Centers ◽  
Web Based ◽  
Research Framework ◽  
Pedagogical Design ◽  
K 12 ◽  
Informal Science Institutions ◽  
The Web

This chapter examines attributes of learning in informal environments, using a research framework developed by the Center for Informal Learning and Schools. It considers how essential characteristics of learning within science centers can translate and apply to learning in Web-based informal learning environments. It argues that in designing virtual environments, informal science institutions need to build on their particular strengths and pedagogical design principles in order to fill an educational niche in the Web landscape, and not compete with commercial or even K-12 educational agencies similarly engaged in the development of online learning environments.

scholarly journals Pictures from an Exhibition ... of Online Learning: A Creative Representation of Qualitative Data

2015 ◽  
Author(s):  
Michael Barbour ◽  
Jason Siko ◽  
Kaye Simuel-Everage
Keyword(s):  
Online Learning ◽  
Doctoral Students ◽  
Learning Environments ◽  
Qualitative Data ◽  
Student Experience ◽  
The Other ◽  
Web Based ◽  
Web Based Learning ◽  
K 12 ◽  
Existing Data

K - 12 online learning at the K - 12 level has been around for approximately two decades and is continuing to grow. While researchers have researched a variety of issues related to K - 12 online learning, there has been little published on the student experience in web - based learning environments. In this article, two doctoral students were tasked with analyzing existing data, then representing and situating their findings in a format other than the traditional “results” and “discussion” sections found in a typical six - section journal manuscript. One student created an image that focused upon the tools used by the K - 12 student in her online learning. The other student created a slideshow to illustrate the challenges faced by a second K - 12 student in her online learning. While more research into the K - 12 student experience in online learning is required, this article represents one creative attempt to address this need.

The Same but Different

2019 ◽  
pp. 1-32
Author(s):  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Future Research ◽  
Technological Innovations ◽  
Research Directions ◽  
Learning Programs ◽  
History Of ◽  
Future Research Directions ◽  
Practical Recommendations

The field of online learning, like many other technological innovations, has not burgeoned without controversy. Despite the debates about the role and value of online learning, it has continued to grow in many sectors, especially in higher education. Alongside the growth of online learning, discussions about its benefits and limitations have also flourished, and many studies have investigated the quality and integrity of online courses. This chapter offers an investigation of some of the history of online learning, concluding with a collection of practical recommendations and suggestions for future research directions to guide institutions embarking on online learning programs.

Private Interactions in Online Discussions

2020 ◽  
pp. 351-379
Author(s):  
Lesley Wilton ◽  
Rubaina Khan ◽  
Clare Brett ◽  
Paul C. Alexander
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Discussions ◽  
Future Research ◽  
Private Communication ◽  
Online Learning Environments ◽  
Building Trust ◽  
Discussion Threads ◽  
Education Courses

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Finding a Path Forward for Integrating Augmented Reality Into K-12 Classrooms

2021 ◽  
pp. 1-33
Author(s):  
Marybeth Green ◽  
Linda Challoo ◽  
Mehrube Mehrubeoglu
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Problem Based Learning ◽  
Future Research ◽  
Content Areas ◽  
Grade Levels ◽  
Diverse Learning ◽  
The Right ◽  
K 12 ◽  
Samr Model

The potential of augmented reality (AR) as a transformational tool has long been touted in academic circles. However, in order for AR to attain this goal, we must seriously examine previous research to determine if we are on the right path. This study examined 87 AR research studies situated in K-12 environments to determine what grade levels were involved, where the research being done was what content areas were involved, what kinds of triggers were used, and what learning environments were created through the use of AR. This research found that the majority of studies were situated in elementary contexts in science and math. Diverse learning environments were found including inquiry, problem-based learning, visualization, and gamification. Based on these findings, suggestions were made for future research including more research on students creating AR experiences, broadening the grade levels and content areas that are involved, and aiming future AR projects at the transformational level of the SAMR model.

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