Education Commons^™

Organizational Management Of Distance Learning: An Analysis Of Teacher Feedback Throughout Hampton Roads Public High Schools During The Covid-19 Pandemic Response, Cody P. Trudeau

OTS Master's Level Projects & Papers

Public schools throughout the United States experienced closures and transitions to online curriculum in the spring of 2020 due to the COVID-19 pandemic. However, many of the policies and strategies implemented to manage teaching faculty were hastily designed and employed out of necessity. This study sought to examine organizational management policies and strategies throughout public high schools in the Hampton Roads region of Virginia through teaching faculty perspectives. This cross-sectional study examined descriptive and correlational statistics of survey responses to determine and evaluate how schools managed communication, responsibilities and delegation, and training for distance learning in order to provide policy …

Virtual Classrooms Bridging Homeschooling To Public Schools, Dennis I. Norman

OTS Master's Level Projects & Papers

This research explored the preliminary results that show how technology through virtual classrooms has bridged the home and public-schooling systems. The research invites further reflection on the ways by which the home-learning process improves through the inclusion of other parameters such as the e-learning framework. Online education has been discussed extensively as a way of enabling the home-schooling with increased access to better teachers and learning materials.

The research identified the Technology Acceptance Model (TAM) as a means of determining how new technologies in the online learning process compared to the virtual classroom learning experience. The research explored a case …

The Influence Of Cognitive Load On Infotec Students Participating In Online Learning, Joe Price

OTS Master's Level Projects & Papers

The theory of cognitive load has been developed to help educators, instructional designers, and developers of e-learning curriculum and materials, anticipate learning outcomes by fully understanding the cognitive capabilities and limitations of the learner. The theory is broad enough to be used in many educational environments because the focus is on making learning as effective and efficient as possible in regards to the human brain’s ability to process information. By reducing the complexity of the information to be learned and the manipulatives used to produce understanding, the curriculum developer can focus their energies on producing lessons that are streamlined and …