Exploring the Effectiveness of Online Education in K-12 Environments

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Sonst. Personen	Heafner, Tina L. (Hrsg.); Hartshorne, Richard (Hrsg.); Petty, Teresa (Hrsg.)
Titel	Exploring the Effectiveness of Online Education in K-12 Environments
Quelle	(2015), (481 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4666-6383-1
DOI	10.4018/978-1-4666-6383-1
Schlagwörter	Program Effectiveness; Electronic Learning; Distance Education; Virtual Classrooms; Elementary Secondary Education; Technology Integration; Evidence; Best Practices; Blended Learning; Educational Trends; Principals; Administrator Attitudes; Teacher Education; Web Based Instruction; Literacy Education; Online Courses; Instructional Design; Synchronous Communication; Learning Theories; Models; Teacher Role; Mentors; Science Teachers; Pedagogical Content Knowledge; Poverty Areas; Urban Schools; High Schools; Equal Education; History Instruction; Science Education; Simulation; Constructivism (Learning); Culturally Relevant Education; Active Learning; Student Projects; Gender Differences; Illinois + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Evidenz; Bildungsentwicklung; Principal; Schulleiter; Lehrerausbildung; Lehrerbildung; Web Based Training; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning theory; Lerntheorie; Analogiemodell; Lehrerrolle; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; History lessons; Geschichtsunterricht; Naturwissenschaftliche Bildung; Simulation program; Simulationsprogramm; Aktives Lernen; Schulprojekt; Geschlechterkonflikt
Abstract	The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines empirical evidence and best practices in current K-12 distance learning and virtual schools. Emphasizing current research and opportunities, this book is an all-inclusive reference source for administrators, teachers, researchers, teacher educators, and policymakers interested in the development and implementation of blended and electronic learning in primary and secondary education. Following a foreword (Joseph R. Feinberg) and preface (Tina L. Heafner, Richard Hartshorne, Teresa M. Petty), this book is organized into the following sections and chapters: Section 1: Issues, Challenges, and Trends in Quality Online K-12 Education: (1) Online Learning in Illinois High Schools: The Voices of Principals! (Anthony G. Picciano, Jeff Seaman, and Scott L. Day); (2) Challenges, Opportunities, and Trends in Quality K-12 Online Environments (Marius Boboc); (3) Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers (Jayme Nixon Linton and Wayne Journel); and (4) Unbounded Reading: Why Online Learning for K-12 Students Should Be a Literacy Issue (Dixie D. Massey). Section 2: K-12 Online Course Development and Instructional Design: (5) Practical Guidelines for Creating Online Courses in K-12 Education (Wayne Journell); (6) Synchronous Text Chat (EduTexting) as an Online Learning Tool (Tina L. Heafner and Michelle Plaisance); and (7) Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications (Alex Kumi-Yeboah). Section 3: Instructional Models in K-12 Online Teacher Education: (8) Effective Online Learning Begins with Effective Teacher Preparation (Laura Corbin Frazier and Barbara Martin Palmer); (9) The Ever-Evolving Educator: Examining K-12 Online Teachers in the United States (Jean Larson and Leanna Archambault); (10) Online Learning in K-College Classrooms: Students and Teachers Establish Social, Cognitive, and Teaching Presences in Digital Spaces (S. Michael Putman, Brian Kissel, Jean Vintinner, and Amy J. Good); and (11) Establishing a Mentoring Relationship between Pre-Service and Mentor Teachers through Windows into Teaching and Learning (Teresa Petty, Tina L. Heafner, Abiola A. Farinde, and Michelle Plaisance). Section 4: Transitioning from Face-to-Face to Virtual K-12 Learning Environments: Emerging Technologies and Promising Pedagogical Practices: (12) Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment (Mary V. Mawn and Kathleen S. Davis); (13) Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School (Gayle Y. Thieman); (14) Teaching History in the Digital Age (Scott M. Waring); (15) 3D Multi-User Virtual Environments in Science Education: Potential and Challenges (Yufeng Qian); and (16) Online Discussion Boards in the Constructivist Classroom (Lauren Lunsford, Bonnie Smith Whitehouse, and Jason F. Lovvorn). Section 5: Examining Issues of Diversity in Online K-12 Teaching and Learning: (17) Best Pedagogical Practices for Acknowledging and Accommodating Diversity in Online Courses (Christina Nash); (18) The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment (Daniel Kelvin Bullock); and (19) High School Teachers' Gender-Oriented Perceptions of Technology Integration (Tina L. Heafner, Eric Groce, Elizabeth Bellows, Heather Coffey, and Mette Evelyn Bjerre). A compilation of references, a section about the contributors, and an index are included. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01