Showing papers by "Michael K. Barbour published in 2020"

Irrelevant, overlooked, or lost? Trends in 20 years of uncited and low cited K-12 online learning articles

Abstract: In this study, we analyzed a subset of uncited or low cited articles from the data reported in Arnesen, Hveem, Short, West, and Barbour (2019), who examined the trends in K-12 online learning articles from 1994 to 2016. We identified 62 articles that had 5 or fewer citations, and analyzed them for trends in authorship, publication outlets, dates of publication, and topics that could help explain their low citation numbers. We also analyzed topics to see what contribution they might have made and can still make to the field of K-12 online learning. We found that the majority of these articles had been published in many different, less well-known journals. We also found that these articles may have attracted fewer readers because they addressed topics that seemed to have a narrow focus, often outside of the United States. The articles were also authored by both well-known researchers in the field as well as a number of one-time authors. What we did not find were articles that were uninteresting, poorly researched, or irrelevant. Many of the articles described and discussed programs that grappled with and overcame some of the same challenges online learning still faces today: issues of interaction, community, technology, management, etc. Some of the early articles gave interesting insights into the history of K-12 online learning, especially as it involved rural learners and programs. Others addressed less mainstream but still interesting topics such as librarians in online learning, cross-border AP history classes, policies that helped or hindered the growth of online learning, and practical considerations of cost and access.

Collaboration and Virtual Learning in New Zealand Rural Primary Schools: A Review of the Literature

Abstract: In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.

Misbehaving Toddler or Moody Teenager: Examining the Maturity of the Field of K-12 Online Learning

Abstract: espanolDependiendo de la referencia, la practica del aprendizaje en linea de K-12 comenzo en algun momento entre 1991 y 1996. Sin embargo, casi tres decadas despues, todavia hay poca investigacion para describir la experiencia de los estudiantes de aprendizaje en linea de K- 12, que ha resultado en una falta de comprension del modelo de instruccion real, la naturaleza del plan de estudios y el tipo y la cantidad de apoyo empleado por los programas de aprendizaje en linea K-12. Ademas, gran parte de la investigacion disponible es teorica, metodologicamente cuestionable, contextualmente limitada y sobregeneralizada. Todos estos factores hacen que la investigacion de aprendizaje en linea K-12 que existe sea de poco valor para guiar la practica. Este manuscrito examina la madurez de la investigacion en el campo del aprendizaje en linea en K-12, con el objetivo de proporcionar a los investigadores un impacto significativo en la practica futura. EnglishDepending on the reference, the practice of K-12 online learning began sometime between 1991 and 1996. Yet two and a half to three decades later, there is still little research to describe the K-12 online or blended learning student experience, which has resulted in a lack of understanding of the actual instructional model, nature of the curriculum, and type and amount of support employed by K-12 distance, online, and blended learning programs. Further, much of the available research is atheoretical, methodologically questionable, contextually limited, and overgeneralized. All these factors make the K-12 distance, online, and blended learning research that does exist of little value in guiding practice. This manuscript examines the maturity of research in the field of K-12 distance, online, and blended learning, with the goal of providing researchers with meaningful impact on future practice.

Issues to Consider Before Adopting a Digital Platform or Learning Program

Abstract: Even before the COVID-19 pandemic, the effort to provide students with meaningful curriculum and empower teachers to make the best use of their professional skills was under threat, as the result of two decades of test-heavy U.S. school reforms. The intense testing regime ushered in by No Child Left Behind rewarded students, teachers, and administrators when student memorization of facts translated, in the short term, into high test performance.1 Against this backdrop, over the last decade, foundations and corporate interests have pushed aggressively to spread virtual technologies in schools.2 Most recently, the push for virtual education has been coupled with a tech-friendly digitalized version of “personalized learning.” California-based Summit Schools, for example, armed with almost $200 million from the Gates Foundation, the Chan Zuckerberg Initiative, and others, had by 20182019 signed up almost 400 “partner schools” to use its “Summit Learning Program.”3

Defying distance, ameliorating access: school education for remote Australian students

Abstract: In Australia, rural and remote schools are known for their innovation in providing education throughout remote locations, with students accessing distance education since the early 1900’s. Distance education in Australia involves students learning in a different location to their teacher, using a combination of ‘asynchronous’ and ‘synchronous’ learning using advanced ICT products that enable them to interact. This paper provides an overview of these schools in New South Wales, an education jurisdiction that has adapted distance education schools to meet the diverse needs of students. This includes the inclusion of a distance education school for gifted students, and “Access Networks” where students attend their local high school, and groups of schools share teachers using co-timetabled subjects and technology to communicate. These schools highlight that education for students in geographically remote locations is not only possible, but provides many benefits for students, when we accept that ‘school’ doesn’t have to mean numbers of children attending one setting together.