Defining Differentiation in Cyber Schools: What Online Teachers Say

Beasley, Jennifer G.; Beck, Dennis

doi:10.1007/s11528-017-0189-x

Cited by 16 publications

(9 citation statements)

References 14 publications

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“…Virtual learning can range from learning environments where individuals work primarily independently, experiencing little or no interaction with an instructor or other learners, to courses where students are highly engaged in interactive learning with the instructor and peers (Dabbagh et al, 2019;Janous et al, 2022). Online education has increased dramatically over the past ten years, and we continue to see a growing diversity among online learning students (Beasley & Beck, 2017). As a result, there is a continued need to meet the distinct needs of diverse learners in online settings; similarly, teachers and educators are called to honor these needs in a traditional face-toface format (Beasley & Beck, 2017).…”

Section: Virtual Learningmentioning

confidence: 99%

“…Online education has increased dramatically over the past ten years, and we continue to see a growing diversity among online learning students (Beasley & Beck, 2017). As a result, there is a continued need to meet the distinct needs of diverse learners in online settings; similarly, teachers and educators are called to honor these needs in a traditional face-toface format (Beasley & Beck, 2017).…”

Section: Virtual Learningmentioning

confidence: 99%

See 1 more Smart Citation

Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers of English Language Learner's Pedagogical Practices During COVID-19

Singer

Irby²,

Pugliese³

et al. 2023

ESJ

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This mixed-method study aimed to determine teachers' perceptions of Project Massive Open Online Professional Individualized Learning (MOOPIL) Virtual Professional Development and the role it played in their pedagogical practices as they transitioned from face-to-face to online instruction during the initial months of the COVID-19 pandemic. We applied a mixed-method approach to understand the experiences of educators engaged in virtual professional development, virtual mentoring and coaching, and an online learning community during a global pandemic in the Spring of 2020. Participants reported various ways Project MOOPIL impacted their experiences as educators. Teachers' personal experiences in online learning through Project MOOPIL provided insight into the comparable experiences of students who were immersed in online education as well. Teachers reported a successful transfer of knowledge from this experience to their new distance learning domains that not only catered to the needs of English language learners (ELLs) in their classes but to native English speakers as well. Furthermore, through their participation in VPLCs and engagement in Project MOOPIL VMC, participants demonstrated the ability to access and benefit from virtual collaborative support even when life got challenging. In this study, we examined virtual professional development intersectionality, distance learning, and the needs of emergent English speakers.

show abstract

Section: Virtual Learningmentioning

confidence: 99%

Section: Virtual Learningmentioning

confidence: 99%

Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers of English Language Learner's Pedagogical Practices During COVID-19

Singer

Irby²,

Pugliese³

et al. 2023

ESJ

View full text Add to dashboard Cite

show abstract

“…Virtual learning can range from learning environments where individuals work primarily independently, experiencing little or no interaction with an instructor or other learners, to courses where students are highly engaged in interactive learning with the instructor and peers (Dabbagh et al, 2019). Online education has increased dramatically over the past ten years, and we continue to see a growing diversity among online learning students (Beasley & Beck, 2017). As a result, there is a continued need to meet the distinct needs of diverse learners in online settings; similarly, teachers and educators are called to honor these needs in a traditional faceto-face format (Beasley & Beck, 2017).…”

Section: Virtual Learningmentioning

confidence: 99%

Section: Virtual Learningmentioning

confidence: 99%

Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers’ of ELL’s Pedagogical Practices During COVID19

Singer

Irby²,

Pugliese³

et al. 2022

ESJ

View full text Add to dashboard Cite

The purpose of this mixed methods study was to determine teachers' perceptions of Project Massive Open Online Professional Individualized Learning (MOOPIL) Virtual Professional Development and the role it played in their pedagogical practices as they transitioned from face-to-face to online instruction during the initial months of the COVID-19 pandemic. We applied a mixed method approach to understand the experiences of educators engaged in virtual professional development, virtual mentoring and coaching, and an online learning community during a global pandemic in the Spring of 2020. Participants reported various ways Project MOOPIL impacted their experiences as educators. Teachers’ personal experiences in online learning through Project MOOPIL provided insight into the comparable experiences of students who were immersed in online education as well. Teachers reported a successful transfer of knowledge from this experience to their new distance learning domains that not only catered to the needs of ELs in their classes but to native English speakers as well. Furthermore, through their participation in VPLCs and engagement in Project MOOPIL VMC, participants demonstrated the ability to access and benefit from virtual collaborative support even when life got challenging. In this study, we examined virtual professional development intersectionality, distance learning, and the needs of emergent English speakers.

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“…Limited research exists on how online educators define differentiation and how it affects their practice in full-time online learning. However, studies report that online educators adjust content, product and process when they differentiate effectively (Beasley and Beck, 2017). A simple example is teachers' use of three-minute personalized, asynchronously-recorded videos as a tactic to boost student engagement during the pandemic (Lowenthal et al, 2020).…”

Section: Learner Supportsmentioning

confidence: 99%

Adapting and Enduring: Lessons Learned from International School Educators During COVID-19

Doll

Ragan

Calnin

et al. 2021

Jnl of Research in Internatl Education

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With the outbreak of COVID-19 in early 2020, school buildings across the globe closed, leading educators, students and families to transition rapidly to online education. It is clear that schools will in the future continue to employ online learning, even as students and educators return to school buildings. While the education community has over a number of years generated a range of practical tips and guidance about online education—especially since the onset of COVID-19—many are not supported by research (DiPietro et al., 2010) and neglect international school settings (Barbour, 2014). This study investigates the experiences of sixty-one K-12 international educators via nineteen focus groups, contributing to the literature base on pedagogical, leadership and practical strategies needed to support effective online learning. Four lessons learned emerged from the data: technological challenges are exacerbated during a crisis; educators adapted to revise pedagogical strategies when under pressure; student and parent experiences were inconsistent and complex; and school leaders play an important role during a transition to online education. Although COVID-19 posed challenges, educators are resilient, adaptable, and deeply committed to student learning. School leaders now have an opportunity to reconstruct a model of education which offers students the best of face-to-face learning augmented by the most effective use of virtual technologies. This is more than planning for potential crises; this is reimagining the future of education.

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Defining Differentiation in Cyber Schools: What Online Teachers Say

Cited by 16 publications

References 14 publications

Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers of English Language Learner's Pedagogical Practices During COVID-19

Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers of English Language Learner's Pedagogical Practices During COVID-19

Perceived Effectiveness of Virtual Mentoring and Coaching on Teachers’ of ELL’s Pedagogical Practices During COVID19

Adapting and Enduring: Lessons Learned from International School Educators During COVID-19

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