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Descriptors:
Action Research; Teaching Methods; Preservice Teacher Education; Role of Education; Electronic Learning; Content Analysis; Discourse Analysis; Teacher Educators; Distance Education; Educational Research; Educational Environment; Search Engines; Sustainable Development; Preservice Teachers

Abstract:
This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers' discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The method of discourse analysis applied to the generated data demonstrates contradictory evidence as regards the effectiveness of the chosen medium for discourse in terms of the participants' involvement. However, content analysis of the generated discourse yields a system of 15 approaches that pre-service teachers use for communicating about the nature of and prerequisites for inclusive relationships as well as for contemplating the role of education in enhancing them. We suggest that teacher educators can apply these approaches as a framework for exploring the frames of reference that future teachers use in making sense of the phenomenon of inclusion. The identified approaches can help to identify the paths to be pursued to develop these frames, on the grounds of an assumption that a balance can be found between the cognitive, affective, experiential and action orientations. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teacher Education; Teacher Education Programs; Information Systems; Phenomenology; Course Content; Preservice Teachers; Educational Experience; Learning Experience; Virtual Classrooms; Interviews; Student Teacher Attitudes; Teacher Placement; Field Experience Programs; Supervisor Supervisee Relationship; Delivery Systems; Technological Literacy; Expectation; Distance Education; Educational Technology

Abstract:
Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Electronic Learning; Virtual Universities; Online Courses; Blended Learning; Program Design; Elementary Secondary Education; Interviews; Distance Education

Abstract:
This article presents an interview with Joe Freidhoff, the director of online learning research and innovation at the "Michigan Virtual University"[R] ("MVU"[R]), a nonprofit corporation in Michigan. He publishes and presents frequently in the area of K-12 online and blended learning research. Dr. Freidhoff completed his doctorate in educational psychology and educational technology at Michigan State University in 2009. He has taught both online and face-to-face at both the undergraduate and graduate levels. Prior to attending graduate school, he taught high school English. In this interview, Dr. Freidhoff talks about "Michigan Virtual School"[R] ("MVS"[R]), one of the three divisions of MVU, and how theory and research impacts program design and delivery at MVS. He also discusses other educational research activities that he is involved with. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Program Effectiveness; Computer Science; Online Courses; Blended Learning; Systems Approach; Doctoral Programs; Higher Education; Information Science; Information Technology; Program Evaluation; Distance Education; Electronic Learning; Technology Uses in Education; Faculty; Educational Technology; Computer Mediated Communication; Semi Structured Interviews

Abstract:
An internal assessment was conducted utilizing a sociotechnical systems approach and cultural lens as a means of exploring the dynamics of a blended doctoral program. Blended learning environments were conceived of as sociotechnical systems, and blended programs were defined as programs that utilize multimodal means for the mediation of educational content. In this article, the notion of sociotechnical systems as distilled from informatics, computer science, and information and communications technology was applied to highlight the nexus of interactions between people and technology in a blended doctoral program in order to examine what boundaries, barriers, and opportunities are created in such a learning environment. Findings and recommendations suggest that the interdependencies of social and technical systems are complex, and privileging one system at the expense of the other will not provide for an optimum learning environment as both systems are requisite for the existence and success of a blended program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transformative Learning; Distance Education; Instructional Effectiveness; Teaching Methods; Educational Theories; Reflective Teaching; Educational Practices; Aptitude Treatment Interaction

Abstract:
Is distance learning transformational? The author heard this question posed to a panel of faculty members during Distance Education Week activities. After reflecting upon her own students' reaction to her syllabus, her answer to the question changed from an initial, enthusiastic "yes" to a reflective "maybe," given the most favorable environment. Experiencing her own on line classes often convinces her students to reevaluate their perceptions if they thought being online equated to being easier. She therefore argues that the process of transformational learning depends more on the instructional design, students, and faculty than on the delivery method. It is most successful with adult learners. It can be facilitated by actively encouraging students to be critically reflective about their beliefs; by providing a safe environment to discuss alternative perspectives; by providing guidance as students explore, validate, and expand new views; and by being supportive as they develop new roles. This can be accomplished in the distance learning environment as well as the traditional classroom environment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Online Courses; Data Analysis; Integrity; Case Studies; Faculty; Work Environment; Higher Education; Distance Education; Cooperation; Educational Technology; Technology Uses in Education

Abstract:
This qualitative case study examined the experiences of instructional designers and professors during the online course development process. The purpose of this study was to determine if their experiences had an effect on the process itself. Data analysis revealed five emergent themes: communication, commitment to quality online courses, commitment to building robust working relationships, mutual respect for one another's time and talents, and satisfaction in working with online course development. Communication was the most prevalent factor identified as having a positive effect on the development process. Lack of time was most prevalent as an impediment to the process. In conclusion, a workplace culture that fostered good experiences and the opportunity to interact in a supportive environment was beneficial to the online course development process. Managers and others involved in the process should be mindful of the workplace culture and should consider dedicating effort and resources to preserve its integrity. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Faculty Development; Educational Practices; Computer Simulation; Curriculum Design; Trend Analysis; Research Needs; Distance Education; Online Courses

Abstract:
This study examined the nature of thirty virtual educators' action research questions during a yearlong action research professional development experience within a large, state-funded virtual school. Virtual educators included instructional personnel (i.e., individuals responsible for teaching virtual courses) and noninstructional personnel (i.e., individuals responsible for other roles in the virtual school such as administration or course design.) Action research questions emerge from the intersection of educators' professional contexts and their real-world challenges or passions and analyzing the nature of these questions provided a glimpse into the priorities and practices of the participating instructional and noninstructional virtual educators. Studying completion rates and personalizing the curriculum were trends within questions posed by instructional personnel whereas noninstructional personnel primarily focused on macrolevel issues within the virtual schools, such as communication. Future research directions and implications for action research professional development within virtual schools are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Charter Schools; Special Education; Caring; Traditional Schools; Graduation Rate; Investigations; Virtual Classrooms; Nontraditional Education; Online Courses; Disabilities; Educational Technology; Public Schools; Educational Environment; Curriculum; At Risk Students; Learner Engagement; Distance Education

Abstract:
For students with disabilities who are at risk of leaving high school without graduating, virtual schools have become a popular alternative to traditional schools. One promising approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5 Cs framework designed to increase school completion: Connect, Climate, Control, Curriculum, and Caring Community. A utilization-focused evaluation guided our investigation to determine the presence of and application of the 5 Cs in a special education program in a public cyber charter school. Specific examples are provided, and recommendations for practice and future research are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Preservice Teachers; Adult Educators; Internet; Web Sites; Computer Literacy; Web Browsers; Competence; Distance Education; Gender Differences; Electronic Learning; Questionnaires

Abstract:
The study investigated the Web-browsing competencies of pre-service adult facilitators in the southeast geopolitical zone of Nigeria. Survey design was adopted for the study. The population consists of all pre-service adult facilitators in all the federal universities in the southeast geopolitical zone of Nigeria. Accidental sampling technique was used in selecting 234 pre-service adult facilitators. The instrument for data collection was a four-point scale questionnaire titled "WEBCQ" (Web-browsing Competencies Questionnaire). WEBCQ consists of 43 Web-browsing competencies. The reliability coefficient of the instrument was established by using Crombach Alpha which came up to 0.78. Two research questions and one null hypothesis guided the study. Mean and standard deviation were used to answer the research questions, while t-test statistics was used to analyze the null hypothesis. The findings of the study showed that the pre-service adult facilitators have Web-browsing competencies to an average level and that male adult facilitators have significantly higher competencies than their female counterparts. Based on the findings, some recommendations were made which include that the country just like most developed nations should embrace the innovative distance learning in the form of online learning, e-learning, virtual classroom, and online counseling knowing that most of the current pre-service facilitators have average Web-browsing competence. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dual Enrollment; High School Students; Postsecondary Education; High Schools; Public Colleges; Private Colleges; Two Year Colleges; School Size; Courses; Enrollment Trends; Enrollment Rate; Eligibility; College Credits; College Faculty; Secondary School Teachers; Teacher Qualifications; Tuition; At Risk Students; Distance Education; College Admission; Admission Criteria; Curriculum; Academic Degrees; Pupil Personnel Services; National Surveys

Abstract:
This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education Statistics (NCES) previously collected data on dual enrollment and dual credit for the 2002-03 academic year from postsecondary institutions and high schools (Kleiner and Lewis 2005; Waits, Setzer, and Lewis 2005). To gather current data on dual enrollment and dual credit, NCES fielded an updated survey of postsecondary institutions on dual enrollment and a complementary survey of high schools on dual credit. The study presented in this report collected information for the 2010-11 academic year from postsecondary institutions on the enrollment of high school students in college-level courses within and outside of dual enrollment programs, and dual enrollment program characteristics. NCES, part of the Institute of Education Sciences, conducted this survey in fall 2011 using the Postsecondary Education Quick Information System (PEQIS). PEQIS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of institutions with minimal burden on respondents and within a relatively short period of time. Because the purpose of this report is to introduce new NCES data from this survey through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PEQIS dual enrollment study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. The findings are based on self-reported data from postsecondary institutions. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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