Identifying the Priorities and Practices of Virtual School Educators Using Action Research

Dawson, Kara; Dana, Nancy Fichtman; Wolkenhauer, Rachel; Krell, Desi

doi:10.1080/08923647.2013.759453

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…Research studies have typically focused on questions concerning the relative effectiveness of online versus face-to-face classroom instruction, with some evidence indicating that online learning is often as effective as classroom learning, and that a blend of the two is more effective than either one alone (Means et al, 2010). Many more reports have been published since the 2010 meta-analysis by Means et al, including studies of such topics as factors that discriminate between dropouts and completers of online courses (e.g., Lee, Choi, & Kim, 2013), how to predict success in online learning (e.g., Kruger-Ross & Waters, 2013), the impact of ethnic or minority status on participation in online education (e.g., Ke & Kwak, 2013), characteristics of participants in a MOOC (Breslow et al, 2013), and the priorities of online educators (e.g., Dawson, Dana, Wolkenhauer, & Krell, 2013). At the same time, “how-to” and popular books concerning various aspects of online learning and education have proliferated (e.g., Conrad & Donaldson, 2011; Khan, 2012; Thormann & Zimmerman, 2012; Vai & Sosulski, 2011).…”

mentioning

confidence: 99%

Enhancing attention and memory during video-recorded lectures.

Schacter

Szpunar

2015

Scholarship of Teaching and Learning in Psychology

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Lectures have long been a staple of various kinds of instruction, and constitute a component of most online learning platforms. Systematic research has begun to examine how to enhance lecture learning in traditional classroom settings and in online education. This article provides a conceptual framework for thinking about attention and memory during video-recorded lectures, particularly as related to online learning, that builds on 3 key claims: (a) online learning can be conceived as a type of self-regulated learning, (b) mind wandering reflects a failure of executive control that can impair learning from lectures, and (c) providing intermittent tests or quizzes can benefit attention and learning. We then summarize recent studies based on this framework that examine the effects of interpolating brief quizzes in a video-recorded lecture. These studies reveal that interpolated quizzing during a video-recorded lecture reduces mind wandering, increases taskrelevant behaviors such as note taking, boosts learning, and also improves calibration between predicted and actual performance. We conclude by discussing recommendations, open questions, and future research directions.

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confidence: 99%

Enhancing attention and memory during video-recorded lectures.

Schacter

Szpunar

2015

Scholarship of Teaching and Learning in Psychology

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“…An attempt to synthesise the best practices and standards for leading virtual schools could help pre-service administrator education programmes to better prepare their students to lead virtual schools. Finally, examination of experimental teacher education models focused on the preparation and professional development of virtual school teachers (e.g., Dawson, Dana, Wolkenhauer, & Krell, 2013;Kennedy, Cavanaugh, & Dawson, 2013) is also recommended to support the development of a professional development programme to better prepare virtual school leaders.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States

Beck,

Maranto

2014

JOFDL

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Virtual charter schools have the potential to transform teacher personnel management. However, there is currently little evidence that they are doing so. This study examined how 89 teachers at two virtual charter schools perceived school personnel practices and leadership. Survey analysis indicated that teachers perceived personnel practices as resembling those of their previous ‘brick and mortar’ public schools. The results also showed that these teachers had a more positive view of school leaders and the school climate than they had at their previous schools. Implications are discussed in light of teacher education and personnel management literature. Additional research is recommended, as is development of the preparation of school administrators to include online, flexible, and distance learning, and related innovative leadership practices.

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“…The use of teacher best practices to enhance and specialize a teacher's pedagogical strategy has long been encouraged (Healy & Welchert, 1990;Dawson et al, 2013). Indeed, for over a century and continuing into today, traditional brick-and-mortar elementary and secondary schools have reacted to our changing society by re-defining and adapting teacher best practices in an attempt to keep pace with societal needs and challenges (Feiman-Nemser, 1996;DiPietro, 2010).…”

Section: Introductionmentioning

confidence: 99%

Understanding Online Teacher Best Practices: A Thematic Analysis to Improve Learning

Corry

Ianacone

Stella

2014

E-Learning and Digital Media

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The purpose of this study was to examine brick-and-mortar and online teacher best practice themes using thematic analysis and a newly developed theory-based analytic process entitled Synthesized Thematic Analysis Criteria (STAC). The STAC was developed to facilitate the meaningful thematic analysis of research based best practices of K-12 education delivery options. In the study, data for the thematic analysis consisted of published research about best practices in both brick-and-mortar and online education. The use of both brick-and-mortar as well as online teacher best practices provided an opportunity to identify commonalities among these modes of delivery. Based on these commonalities, the thematic analysis detected emergent themes, which could be used as a foundation upon which online teachers might build specialized practice. As well, research-validated teacher best practice themes generated from this study may be considered a starting point for defining teacher best practices in online education and for their development. Emergent themes were discussed in the context of the data and the environment of online education. The STAC analytic process provides a foundation for analysis and may be used by researchers for other thematic analyses in the future.

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Identifying the Priorities and Practices of Virtual School Educators Using Action Research

Cited by 9 publications

References 10 publications

Enhancing attention and memory during video-recorded lectures.

Enhancing attention and memory during video-recorded lectures.

Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States

Understanding Online Teacher Best Practices: A Thematic Analysis to Improve Learning

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