Basics of qualitative research: Grounded theory procedures and techniques

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Qualitative research for education: An introduction to theories and methods

NUDGE: IMPROVING DECISIONS ABOUT HEALTH, WEALTH, AND HAPPINESS by Richard H. Thaler and Cass R. Sunstein Penguin Books, 2009, 312 pp, ISBN 978-0-14-311526-7This book is best described formally as a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications. Informally, it is about how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society. It is paternalism in the sense that "it is legitimate for choice architects to try to influence people's behavior in order to make their lives longer, healthier, and better", (p. 5) It is libertarian in that "people should be free to do what they like - and to opt out of undesirable arrangements if they want to do so", (p. 5) The built-in possibility of opting out or making a different choice preserves freedom of choice even though people's behavior has been influenced by the nature of the presentation of the information or by the structure of the decisionmaking system. I had never heard of libertarian paternalism before reading this book, and I now find it fascinating.Written for a general audience, this book contains mostly social and behavioral science theory and models, but there is considerable discussion of structure and process that has roots in mathematical and quantitative modeling. One of the main applications of this social system is economic choice in investing, selecting and purchasing products and services, systems of taxes, banking (mortgages, borrowing, savings), and retirement systems. Other quantitative social choice systems discussed include environmental effects, health care plans, gambling, and organ donations. Softer issues that are also subject to a nudge-based approach are marriage, education, eating, drinking, smoking, influence, spread of information, and politics. There is something in this book for everyone.The basis for this libertarian paternalism concept is in the social theory called "science of choice", the study of the design and implementation of influence systems on various kinds of people. The terms Econs and Humans, are used to refer to people with either considerable or little rational decision-making talent, respectively. The various libertarian paternalism concepts and systems presented are tested and compared in light of these two types of people. Two foundational issues that this book has in common with another book, Network of Echoes: Imitation, Innovation and Invisible Leaders, that was also reviewed for this issue of the Journal are that 1 ) there are two modes of thinking (or components of the brain) - an automatic (intuitive) process and a reflective (rational) process and 2) the need for conformity and the desire for imitation are powerful forces in human behavior. …

Nudge: Improving Decisions about Health, Wealth, and Happiness

What Video Games Have to Teach Us about Learning and Literacy

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Experimental And Quasi Experimental Designs For Research

Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery - most commonly using the Internet. While virtual schools can be classified in different ways, the three common methods of delivery are by independent, asynchronous or synchronous means. Presently, the vast majority of virtual school students tended to be a select group of academically capable, motivated, independent learners. The benefits associated with virtual schooling are expanding educational access, providing high-quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency. However, the research to support these conjectures is limited at best. The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills. These characteristics are typically associated with adult learners. This stems from the fact that research into and practice of distance education has typically been targeted to adult learners. The problem with this focus is that adults learn differently than younger learners. Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.

The reality of virtual schools: A review of the literature

The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.

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Research and Practice in K-12 Online Learning: A Review of Open Access Literature

This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher- rather than student-centred approaches. Asynchronous online teaching provided support for self-paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.

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Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

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Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence.

Distance education at the K-12 or primary and secondary level has a history that is 
almost as long as distance education within higher education (see Chapter 35 in this 
volume for a fuller history). K-12 online learning is a more recent phenomenon. In 
the United States the fi rst K-12 online learning program was developed by the private 
school Laurel Springs School’s online program around 1991, followed in 1994 by the 
Utah Electronic High School and the fi rst cyber charter school, Choice 2000 in California (Clark, 2003; Darrow, 2010). Th e fi rst entirely online schools were the Virtual High 
School Global Consortium (VHS) and the Florida Virtual School (FLVS), both created 
in 1997 (Friend & Johnston, 2005; Pape, Adams, & Ribeiro, 2005). Th ree years later 
Clark (2000) reported statewide virtual schools in Florida, New Mexico, and Utah, and 
three more in the planning stages (i.e., Illinois, Kentucky, and Michigan). Th e following 
year Clark (2001) indicated there were at least 14 states with existing or planned virtual 
schools. Th e growth in students participating in K-12 online learning increased in a 
similar fashion. Clark (2001) estimated that there were approximately 40,000 and 50,000 
students-representing less than 0.001% of the K-12 student population-enrolled in 
one or more K-12 online learning courses during the 2000-2001 school year. Ten years 
later Watson, Murin, Vashaw, Gemin, and Rapp (2011) reported K-12 online learning 
activity in almost all 50 states, while Ambient Insights (2011) indicated that there were 
approximately 4 million students-representing approximately 6% of the K-12 student 
population-enrolled in K-12 online learning courses during the 2010-11 school year.

Michael K. Barbour

Papers

The reality of virtual schools: A review of the literature

Research and Practice in K-12 Online Learning: A Review of Open Access Literature

Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence.

The Landscape of K–12 Online Learning