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Journal of Online Learning Research (The Journal of Online Learning is...,…

- - - - Purpose of journal
        
        Open Access
        
        Peer-Reviewed
        
        Theoretical, empirical and pragmatic understandings
        
        Gounded Studies
    - - Discusses the ease of access to DEVICES and CLOUD COMMUNITIES
      - It means moving away from mass education...and a move toward "individualized" or PERSONALIZING LEARNING
      - Intended to charge educators and research with rethinking how we approach research about digital learning.
      - I was excited to see that the first major component to this article was titled "Openness to change". The authors (Cavanaugh, Sessums & Drexler) shared the importance of the role of the educator in being prepared and willing to transition to a 21st century, online learning system.
        
        Article continues on to discuss what this transition looks like
        
        Online learning is founded in COLLABORATION
        
        Online learning leads to individuals determining their own learning paths. It cannot be a program that is forever lead by an instructor...but must lead to self-advocacy in the learning process.
        
        Online learning is successful IF decision makers (including students) are constantly reviewing data and learning from the data.
        
        DATA The article makes it clear...in order for digital learning and online learning to be successful, it must be based on data collection, and interpretation.
    - - Needs assessment ... what do teachers need (tools, qualities, attributes, etc.) to be a highly effective online teacher
        
        The top three responses were
        1. Strong communication skills
        2. Well organized
        3. Knowledgable in content area
      - Discussion of what works in preparing teachers to teach online
        
        Most teachers agreed that there is not a single thing that can prepare a teacher to teach online, however, it is something that online teachers must constantly and consistently be training and prepare themselves in.
        
        Not far from the top, many teachers indicated that a mentor was a crucial component in becoming a highly effective online teacher.
      - A needs assessment of K-12 teachers...why did they decide to teach online?
        
        Many teachers indicated they transitioned to an online classroom because traditional classroom jobs were not available
        OR
        it provided a supplemental income while teaching in a traditional classroom
  - - - Following the theme of the issue, this article describes a benefit of using online/blended learning approaches.
        
        Typically, research in online and blended learning has described the benefits of students to acheive
        
        This article focusses on one of the other benefits of online learning...helping At-Risk students succeed through credit recovery
    - - The article shares best practices in designing Blended Learning Experiences
        
        Flex
        
        Self-Blend
        
        Rotation
        
        Enriched-Virtual
    - - The article addresses the concerns that many teachers have as online learning becomes more common in public schools ... can students stay engaged with coursework long enough to succeed.
        
        The results show that there are a few things that can help to ensure student success, however, they are not the only telling factors and are not always accurate indications of a students ability to succeed in an online course.
        
        Parental support
        
        Constant monitoring
        
        Student motivation
        
        Results show that many students enrolling in online courses were disadvantaged in some form...social pressures, missed school, behavior issues, etc.
  - - - Study to determine the "value-added" through an online program. Groups of students were identified (1 group was enrolled in a traditional classroom, the other enrolled in the virtual school) and "paired" with a student from the different school.
        
        I expected the article and the research to indicate strong value-added for students in the virtual setting. However, the study describes that there is a significantly negative value-added for students that enroll in a virtual academy for fewer than 3 years.
    - - Discusses the need for teachers and curriculum design(ers) to work hand-in-hand to prepare for 21st century students.
        
        The 21st century classroom and student IS NOT and CANNOT be restricted to what is found in curriculum standards. They have unlimited access to what is and is not part of a curriculum.
        
        This article describes the need for teachers to be prepared and aware of how to utilize the resources of the 21st century classroom IN the 21st classroom!
        
        Historically, teachers and classrooms have been restricted to the agenda of the curriculum design.
    - - Study of a group of 7th grade students to observe thinking and learning strategies.
        
        How students developed thinking and learning strategies for self-assessment
        
        Identify connections between final grades and how the resources were used
        
        How students used resources
        
        Study indicates that students using onlne resources see an increase in their final scores. The process of online learning provides the ability for "just-in-time" instruction.
- - - - Magalhães de Barros, A.P.R., Simmt, E. & Maltempi, M.V. (2017). Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems. Journal of Online Learning Research, 3(1), 73-101.
        
        The goal of the article is to understand a blended learning environment from the perspective of complex systems. The results suggested that a high school blended learning environment, when seen as a complex system, not only frees students to make personal meaning in their learning processes, but it also provides for collective learning in virtual and face-to-face groups.The blended learning environment seen from a complexity perspective provided evidence that such classrooms demand a different relationship between the teacher, the learner, and the curriculum than relationships observed in the traditional class.
    - - Balentyne, P. & Varga, M.A. (2017). Attitudes and Achievement in a Self-Paced Blended Mathematics Course. Journal of Online Learning Research, 3(1), 55-72.
        
        The purpose of this study was to investigate the relationship between students’ achievement and their attitudes in a self-paced blended mathematics course. positive correlation between achievement growth and attitudes toward mathematics. The research demonstrates that high ability students with the most positive attitudes toward mathematics may be more successful in self-paced blended mathematics courses.
    - - Connell, M.W., Johnston, S.C., Hall, T.E. & Stahl, W. (2017). Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning. Journal of Online Learning Research, 3(1), 31-54.
        
        The research provided insight into the practical challenges related to data identification, acquisition, and analysis that are faced by stakeholders seeking to assess the impact of online learning environments on student outcomes. It was intended to investigate the feasibility of and identify barriers to creating a unified student record. The investigation highlighted key barriers that are important to address in future research efforts and engendered a series of recommendations that could eliminate some of the current challenges to data acquisition and analysis.
    - - Shand, K. & Glassett Farrelly, S. (2017). Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course. Journal of Online Learning Research, 3(1), 5-30.
        
        The design and delivery of a blended social studies teaching methods course was explored to examine the elements of the blended design that pre-service teachers found most constructive. There were four overarching themes were identified from the analysis, which include: organization and structure, transparency and support, community and discourse, and personalized learning.
    - - Mohammed, S. (2017). Special Issue: Connecting Research and Practice to Understand Efficacy in K-12 Blended Learning. Journal of Online Learning Research, 3(1), 1-4.
        
        The issue includes manuscripts that document and situate evidence about the effectiveness of learning within blended environments through a practice-oriented lens. The authors seek to understand not just if blended learning is effectively implemented, but also how, and when.
  - - - Archambault, L. & Borup, J. (2017). Delving Further into Blended Learning: Examining Professional Development Models, a Flipped Learning Approach, and Open Educational Resources. Journal of Online Learning Research, 3(2), 103-104
        
        This issue was made of four articles that focused primarily on topics surrounding blended learning.
        “Supporting School Leaders in Blended Learning with Blended Learning”; “Mastering the Blend: A Professional Development Program for K-12 Teachers”; “Flipped Instruction with English Language Learners at a Newcomer High School”; “Usage Data as Indicators of STEM OER Utility,”
        The four articles offer a strong look at research related to blended learning from various angles including professional development opportunities designed for teachers, a flipped learning model for ELLs, and an initial look at evaluating OERs used in blended settings.
    - - Acree, L., Gibson, T., Mangum, N., Wolf, M.A., Kellogg, S. & Branon, S. (2017). Supporting School Leaders in Blended Learning with Blended Learning. Journal of Online Learning Research, 3(2), 105-143.
        
        This study provided a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. The findings suggested that LBL was largely successful in helping educators apply their learning within their profession settings. Also, it's suggested that using a blended approach can help scale high quality professional development for principals.
    - - Moore, M., Robinson, H., Sheffield, A. & Phillips, A. (2017). Mastering the Blend: A Professional Development Program for K-12 Teachers. Journal of Online Learning Research, 3(2), 145-173
        
        This paper introduces the design for a four-course professional development series on teaching in a blended learning environment that targets in-service teachers of K-12 students.
    - - Graziano, K.J. & Hall, J.D. (2017). Flipped Instruction with English Language Learners at a Newcomer High School. Journal of Online Learning Research, 3(2), 175-196.
        
        This study was an examination of the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to ELLs enrolled in the same course who received traditional instruction, and investigated ELLs’ perceptions of flipped instruction. The fndings indicated students enrolled in the flipped course enjoyed the course structure more than a traditional classroom and performed slightly higher than ELLs who received traditional instruction.
    - - Mardis, M. & Ambavapuru, C. (2017). Usage Data as Indicators of STEM OER Utility. Journal of Online Learning Research, 3(2), 197-221.
        
        This article focused on a key component of online and blended learning content, open educational resources, (OER). It is heralded in a global movement toward high-quality, affordable, accessible, and personalized education. The authors examined paradata from National Science Digital Library (NSDL) for the extent to which K-12 science, technology, engineering, and mathematics (STEM) resource fit can be determined from user- and systemgenerated data. The results of this study indicated that educators left feedback that contained a blend of sentiments and that users usually downloaded resources they viewed.
- - - - Professional Development In K-12 Online and Blended Learning: Examining Programs and Pedagogy for Effective Teacher Training JOLR (2016) 2(2), 75-77
        
        Moving Forward and Moving On: Continuing The Mission of K-12 Online Education Research JOLR (2016) 2(3), 201-2013
    - - Adopting the Curriculum: How K-12 Teachers Perceive the Role of Open Educational Resources JORL (2016) 2 (1), 23-40
      - Building Better Courses: Examining the Content Validity of the iNACOL National Standards for Quality Online Courses JOLR 2016 2 (1), 41-71 :
        
        Standards Based Design: Teaching K-12 Educators To Build Quality Online Courses JOLR (2016) 2 (2), 123-144
        
        Listening to The Teachers: Using Weekly Online Teacher Logs For ROPP To Identify Teachers' Persistent Challenges When Implementing A Blended Learning Curriculum JOLR (2016) 2 (2), 169-200 : :
        
        An Analysis of Curriculum Requirements For K-12 Online Teaching Endorsements in The U.S. JOLR (2016) 2 (3), 247-282
        
        Five (5) Professional Development Articles
        
        :
        
        The Status of Middle and High School Instruction: Examining Professional Development, Social Desirablility, and Teacher Readiness for Blended Pedagogy in The Southeastern United States JOLR (2016) 2 (2), 79-101
        
        Professional Development Supports For The Blended, Co-Taught Classroom JOLR (2016) 2(2) 103-121
        
        Evaluating Continued Use of An Online Teacher Professional Development Program with a Sustained Implementation Scale JOLR (2016) 2 (3), 145- 1672
        
        Training For Online Teachers To Support Student Success: Themes From A Survey Administered To Teachers In Four Online Learning Programs JOLR (2016) 2 (4), 400-418
        
        Professional Development Needs of Online Teachers JOLR (2016) 2 (3), 283-302
        
        Three (3) Perception Articles
        
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