Texts and Tasks

2019 ◽  
pp. 78-99
Author(s):  
Dixie D. Massey
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Online Courses ◽  
International Comparisons ◽  
Future Research ◽  
Broad Audience ◽  
Reading Abilities ◽  
Great Scrutiny ◽  
The Subject ◽  
K 12

The subject of students' reading abilities and achievement are the focus national and international comparisons. Such a broad audience makes reading content, activities, and assessments the subject of great scrutiny. At the same time, we know little about reading within the quickly expanding market of K-12 distance education. Research offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter describes the types of reading students do in online K-12 courses, followed by a review of the limited research about reading in online courses. The chapter concludes with instructional implications for teachers of online courses and possibilities for future research.

Texts and Tasks

2021 ◽  
pp. 1643-1664
Author(s):  
Dixie D. Massey
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Online Courses ◽  
International Comparisons ◽  
Future Research ◽  
Broad Audience ◽  
Reading Abilities ◽  
Great Scrutiny ◽  
The Subject ◽  
K 12

The subject of students' reading abilities and achievement are the focus national and international comparisons. Such a broad audience makes reading content, activities, and assessments the subject of great scrutiny. At the same time, we know little about reading within the quickly expanding market of K-12 distance education. Research offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter describes the types of reading students do in online K-12 courses, followed by a review of the limited research about reading in online courses. The chapter concludes with instructional implications for teachers of online courses and possibilities for future research.

Unbounded Reading

2015 ◽  
pp. 66-84 ◽  
Author(s):  
Dixie D. Massey
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Reading Abilities ◽  
K 12

Students' reading abilities and achievements are the focus of numerous national and international reports. At the same time, research on K-12 distance education offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter overviews the limited research about reading in online courses. The author then examines the potential of reading in online courses through bounded and unbounded contexts. The chapter concludes with instructional opportunities for teachers of online courses when designing reading assignments.

Unbounded Reading

2016 ◽  
pp. 1989-2008
Author(s):  
Dixie D. Massey
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Reading Abilities ◽  
K 12

Students' reading abilities and achievements are the focus of numerous national and international reports. At the same time, research on K-12 distance education offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter overviews the limited research about reading in online courses. The author then examines the potential of reading in online courses through bounded and unbounded contexts. The chapter concludes with instructional opportunities for teachers of online courses when designing reading assignments.

Lessons from K-12 Distance Education in the U.S.A., 1986-2008

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Online Courses ◽  
The United States ◽  
Virtual Schools ◽  
Effective Practices ◽  
School Students ◽  
Geographically Dispersed ◽  
K 12

<p>Distance education for elementary and secondary school students in North America has grown and evolved over a century from mail-based correspondence courses for small numbers of geographically dispersed learners to the millions of learners now using online courses in virtual schools. This article focuses on effective practices emerging from the modern electronic generation of K-12 distance education programs existing in the United States between 1986 and 2008.</p>

Management of Learning Space

2011 ◽  
pp. 210-219
Author(s):  
Susan M. Powers ◽  
Christine Salmon
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Courses ◽  
Learning Space ◽  
Online Programs ◽  
Subject Line ◽  
International Data ◽  
The Subject ◽  
E Mail

Dr. Villez looks up from her papers and sighs as her e-mail beeps again for what seems the 100th time this morning with yet another incoming mail message. She checks the subject line and sender—yes, it is from another student in one of her online courses. She sighs again. She has barely started reading the last assignment that came in 20 minutes ago, and here is yet another assignment being turned in that needs to be graded and feedback given to the student as soon as possible. Dr. Villez looks at her watch and then back at her pile of e-mail. She might need to rethink her agreement to participate in her institution’s online programs. The online courses were taking so much of her time; it was beginning to cut into her time for scholarship. There are a multitude of reasons why an institution may elect to engage in distance education (Oblinger, Barone, & Hawkins, 2001). One of those reasons might be to generate greater revenues and to expand its access. With projections that an estimated 15% of all students in higher education will be engaged in distance education (International Data Corporation, 1999), the related pressures on faculty can become enormous. While these reasons may have a basis in institutional survival and transformation, the implications may come at a cost to those who must deliver the instruction through greater teaching loads and class sizes.

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.

scholarly journals Distance Education in Graduate Training Programs: Lessons Learned from School Psychology Students

2019 ◽  
Vol 16 ◽  
Author(s):  
Shannon Viola ◽  
Elina Saeki ◽  
Elise Hendricker
Keyword(s):  
Distance Education ◽  
School Psychology ◽  
Online Courses ◽  
Training Programs ◽  
Graduate Training ◽  
Lessons Learned ◽  
Future Research ◽  
Psychology Programs ◽  
Blended Courses ◽  
School Psychology Students

Although online course offerings continue to expand in postsecondary institutions, little research regarding distance education in applied graduate psychology programs is available. This exploratory study evaluated school psychology graduate students’ perceptions, interests, and experience with distance education. Results indicated students view hybrid/blended courses more favorably than fully online courses. While students reported challenges and disadvantages with distance education, they also expressed a desire to have more online and hybrid/blended courses for theoretical and foundational courses. Those who have taken distance education courses reported positively on its impact towards their academic progress. Implications for training programs and future research are discussed.

scholarly journals An Analysis of the Journey of Open and Distance Education: Major Concepts and Cutoff Points in Research Trends

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Ünal ÇAKIROĞLU ◽  
Mehmet KOKOÇ ◽  
Seyfullah GÖKOĞLU ◽  
Mücahit ÖZTÜRK ◽  
Fatih ERDOĞDU
Keyword(s):  
Distance Education ◽  
Review Process ◽  
Online Courses ◽  
Research Trends ◽  
Open Educational Resources ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Instructional Process ◽  
Cutoff Points ◽  
Upward Growth

In an effort to understand trends in open and distance education more comprehensively, this study aims to identify the research trends, major concepts, and cutoff points in the articles published between 2009 and 2016. From five major peer-reviewed journals, a total of 989 articles were analyzed through a systematic literature review process using content analysis. The articles were coded based on the following three categories: level, topics, and sub-topics. The results indicated the followings: (1) emerged main themes in the articles were foundations of open and distance education, instructional process, and effects of applications; (2) there was an upward growth in the publishing of the articles on massive open online courses, open educational resources, and students’ perspectives; (3) new pedagogical approaches and online learning design played a triggering role in the research topics; and (4) technological and pedagogical developments between 2011 and 2012 had an influence on the tendency of the articles. In addition, we explored cutoff points so that they may provide insights and valuable hints for researchers to design new studies in open and distance education field. Discussions about the gaps in the state-of-the-art trends and directions about future research were also included. 

Distance Education in the K-12 Setting

2018 ◽  
pp. 66-86
Author(s):  
Christina L. Seamster
Keyword(s):  
Distance Education ◽  
Teacher Effectiveness ◽  
Teaching Practices ◽  
School Teacher ◽  
Virtual School ◽  
Future Research ◽  
Twelfth Grade ◽  
History Of ◽  
Evolution Of Technology ◽  
K 12

The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education's need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.

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.

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