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Full-Text Articles in Education
Real-Time Virtual Teaching: Lessons Learned From A Case Study In A Rural School, Michael K. Barbour
Real-Time Virtual Teaching: Lessons Learned From A Case Study In A Rural School, Michael K. Barbour
Education Faculty Publications
Due to the challenges facing rural schools, many jurisdictions have resorted to the use of virtual school programs to provide curricular opportunities to their students. While the number of virtual schools that rely on synchronous instruction as a primary or significant method of delivery is quite small, there are some programs that do (and a growing number of virtual schools that use it with small groups or individuals). This case study examined the use of synchronous online instruction by one virtual school with students in a single rural school in Newfoundland and Labrador. The data from a variety of collection …
Introduction (Online Learning December 2015 Special Issue), Anissa Lokey-Vega, Michael K. Barbour
Introduction (Online Learning December 2015 Special Issue), Anissa Lokey-Vega, Michael K. Barbour
Education Faculty Publications
While at an admittedly slower rate than the growth in enrollments, research in K-12 online learning has been picking up pace in the past decade and a foundation in best practice is now being laid.
A special K-12 issue of Online Learning is an ideal avenue for an academic dialogue. The focus of this special issue of Online Learning is to present rigorous research specific to the context of K-12 education including systematic inquiry into promising practices, various schooling models, measures of quality, and parent and teacher experience. All authors have provided explanations of K-12-specific terminology to support readers new …
State Of The Nation: K-12 E-Learning In Canada, Michael K. Barbour, Randy Labonte
State Of The Nation: K-12 E-Learning In Canada, Michael K. Barbour, Randy Labonte
Education Faculty Publications
Current research in K-12 online learning in Canada has focused on defining distance learning and its current strengths and weaknesses. Yet, the proliferation of technologies and digital learning spaces has led to the emergence of new instructional strategies and digital learning practices for teachers in many K-12 classrooms, both online and onsite. Traditional school-based classrooms are incorporating technology-supported open learning options, creating “blended learning” opportunities where at least part of instruction occurs in a classroom, part online at a distance to the teacher, both combined with some element of choice in learning for students. For these emerging practices little is …
Innovative Public Education Or Glorified Homeschooling: Funding Full-Time K-12 Online Learning, Michael K. Barbour
Innovative Public Education Or Glorified Homeschooling: Funding Full-Time K-12 Online Learning, Michael K. Barbour
Education Faculty Publications
While there has been some improvement in what is known about supplemental K-12 online learning, there continues to be a lack of evidence to guide the practice of full-time K-12 online learning. This paper examines the literature and research into the funding of full-time K-12 online learning programs. As one of the few areas where a reasonable body of literature exists, and where both progress and neo-liberal groups have reach relative agreement. It concludes that full-time K-12 online learning costs less than traditional brick-and-mortar, and that policymakers should consider the nature of instruction when determining funding for full-time K-12 online …
Schools In The U.S. 2015: Politics, Performance, Policy, And Research Evidence, Alex Molnar Ed., Luis Huerta, Sheryl Rankin Shafer, Michael K. Barbour, Gary Miron, Charisse Gulosino
Schools In The U.S. 2015: Politics, Performance, Policy, And Research Evidence, Alex Molnar Ed., Luis Huerta, Sheryl Rankin Shafer, Michael K. Barbour, Gary Miron, Charisse Gulosino
Education Faculty Publications
This report is the third of a series of annual reports by the National Education Policy Center (NEPC) on virtual education in the U.S. The NEPC reports contribute to the existing evidence and discourse on virtual education by providing an objective analysis of the evolution and performance of full-time, publicly funded K-12 virtual schools. Specifically, the NEPC reports: analyze the universe of proposed state bills related to virtual education; assess the research evidence that bears on K-12 virtual teaching and learning; describe the policy issues raised by available evidence; analyze the growth and performance of full-time virtual schools; and, offer …
Task Design Challenges: The Meta Task Of Building Plns For Foreign Language Acquisition, Pilar Munday, Jaya Kannan
Task Design Challenges: The Meta Task Of Building Plns For Foreign Language Acquisition, Pilar Munday, Jaya Kannan
Languages Faculty Publications
Our latest collaborative research has primarily focused on studying challenges for digital pedagogy in promoting active learning and learner autonomy. These action research projects have been anchored in foreign language contexts in higher education settings. Here is a summary of two projects from 2014-2015: 1) With the goal of enhancing teaching practices in foreign language classrooms, the research project analyzed the use of student created videos to promote active learning. Using a case study of concrete tasks integrating student created videos in strengthening Spanish Language Acquisition (SLA), we were able to a)identify key characteristics of active learning, b)present the challenges …
The Disconnect Between Policy And Research: Examining The Research Into Full-Time K-12 Online Learning, Michael K. Barbour
The Disconnect Between Policy And Research: Examining The Research Into Full-Time K-12 Online Learning, Michael K. Barbour
Education Faculty Publications
While there has been some improvement in what is known about supplemental K-12 online learning, there continues to be a lack of evidence to guide the practice of full-time K-12 online learning. This paper concludes that despite considerable enthusiasm for full-time virtual education in some quarters, there is little high quality research to support the practice or call for expanding this form of virtual schools.