scholarly journals Flexibility & Grace: Lessons Learned in K-12 during the Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Dr. Chevella T. Wilson ◽  
Raymond J. Ankrum
Keyword(s):  
Online Learning ◽  
Lessons Learned ◽  
High Quality ◽  
Deep Dive ◽  
Quality Instruction ◽  
School Year ◽  
School Programs ◽  
Teachers And Students ◽  
K 12

The start of the school year 2020 was a tumultuous time for stakeholders. Parents had to make accommodations for school programs. Teachers and students on the frontlines had to make mental and physical adjustments to in-person and online learning. No matter how one looks at it, post Covid-19 school will never be the same. This article takes a deep dive into why schools that had to adjust learners will be in a more situated space to ensure learning occurs in a manner consistent with schools that provide high-quality instruction for students and families.

Blended and Online Learning in Virtual K-12 Schools

2015 ◽  
pp. 56-72
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
United States ◽  
Online Learning ◽  
Current Trend ◽  
The United States ◽  
Highly Qualified ◽  
Management Skills ◽  
Academic Impact ◽  
School Year ◽  
Learning Instruction ◽  
K 12

Since 2000, there has been an increasing rate of online learning directed toward K-12 schools in the United States. The need for online courses has become evident as schools are searching for ways to meet student's learning needs. Online and blended courses provide options for schools with limited curricular offerings, scheduling conflicts, or find it difficult to provide highly qualified teachers. In the 2010/2011 school year, it was estimated that approximately 1.5 million students in K-12 schools across the United States were enrolled in an online course (Wicks, 2010). However, a literature search indicates that not much is known about K-12 blended and online learning instruction in virtual K-12 schools. Various issues such as types of instructional delivery, optional management skills, current trend of blended learning, the academic impact on K-12 education are critical areas for teachers and administrators to consider (iNACOL, 2011). This chapter seeks to demonstrate the growing trend of blended and online learning in the United States, analyze instructional implications of blended and online learning to students, discuss major obstacles to blended and online learning in K-12 schools, address possible solutions, and provide recommendations for further studies.

scholarly journals ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES

2021 ◽  
Vol LXVIII (2) ◽  
pp. 101-120
Author(s):  
Cristina TUNEGARU
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Rural Areas ◽  
Educational Practice ◽  
Rural Teachers ◽  
School Year ◽  
Starting Point ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Teachers Perspectives

Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.

Trends of Blended Learning in K-12 Schools

2018 ◽  
pp. 43-61
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
International Association ◽  
Natural Extension ◽  
Future Research ◽  
Cd Rom ◽  
Face To Face ◽  
School Year ◽  
Training Film ◽  
K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

scholarly journals Adapting and Enduring: Lessons Learned from International School Educators During COVID-19

2021 ◽  
pp. 147524092110343
Author(s):  
Kathleen Doll ◽  
Moira Ragan ◽  
Gerard Calnin ◽  
Sarah Mason ◽  
Kevin House
Keyword(s):  
Online Learning ◽  
Online Education ◽  
School Leaders ◽  
International School ◽  
Lessons Learned ◽  
School Buildings ◽  
The Future ◽  
Face To Face Learning ◽  
Learning School ◽  
K 12

With the outbreak of COVID-19 in early 2020, school buildings across the globe closed, leading educators, students and families to transition rapidly to online education. It is clear that schools will in the future continue to employ online learning, even as students and educators return to school buildings. While the education community has over a number of years generated a range of practical tips and guidance about online education—especially since the onset of COVID-19—many are not supported by research (DiPietro et al., 2010) and neglect international school settings (Barbour, 2014). This study investigates the experiences of sixty-one K-12 international educators via nineteen focus groups, contributing to the literature base on pedagogical, leadership and practical strategies needed to support effective online learning. Four lessons learned emerged from the data: technological challenges are exacerbated during a crisis; educators adapted to revise pedagogical strategies when under pressure; student and parent experiences were inconsistent and complex; and school leaders play an important role during a transition to online education. Although COVID-19 posed challenges, educators are resilient, adaptable, and deeply committed to student learning. School leaders now have an opportunity to reconstruct a model of education which offers students the best of face-to-face learning augmented by the most effective use of virtual technologies. This is more than planning for potential crises; this is reimagining the future of education.

scholarly journals Scalable Online Learning in Physical Chemistry

2021 ◽  
Vol 75 (1) ◽  
pp. 64-66
Author(s):  
Michael A. Nash
Keyword(s):  
Physical Chemistry ◽  
Higher Education ◽  
Online Learning ◽  
Online Instruction ◽  
High Quality ◽  
Face To Face ◽  
Quality Instruction ◽  
New Challenges ◽  
Online Educators ◽  
Second Wave

The SARS-CoV-2/COVID-19 pandemic has disrupted higher education across the globe. As of early November 2020, Europe now finds itself in the middle of a second wave that is even more destructive than the first. The Swiss Federal Council declared on 28 October, 2020 that face-to-face teaching at Swiss Universities was to cease within days. With large introductory lectures in natural science faculties forced entirely online, educators in Switzerland are facing new challenges and dealing with the limitations of remote instruction. Through a series of anecdotes and observations, this article identifies challenges associated with scalable online learning, and explores methods to mitigate them. Additionally, several advantages to scalable online instruction are identified. By focusing on areas where online instruction has significant advantages, I argue that we can deliver high quality instruction in the chemical sciences remotely.

Is There Recess on Mars?

2021 ◽  
pp. 1-18
Author(s):  
Henry Gillow-Wiles ◽  
Margaret L. Niess
Keyword(s):  
Online Learning ◽  
Social Skills ◽  
Learning Environments ◽  
Sense Of Belonging ◽  
Free Play ◽  
Online Learning Environments ◽  
Online Delivery ◽  
Teachers And Students ◽  
K 12

The pandemic of 2019 created a multitude of challenges for teachers and students alike. The urgency with which education was forced to transition to a fully online delivery paradigm necessitated a triage and curate process to decide where efforts were to be placed. Teachers, forced to move quickly, leveraged existing research in designing their courses and activities. However, little research exists concerning how to meaningfully create online learning environments for K-12 students. This chapter explores the importance of recess, where children have free-play, self-constructed interactions essential for developing a sense of belonging. Through exploring the sense of belonging construct in the context of how it is formed, its importance for developing social skills, and the connection between a sense of belonging and successful online learning, the authors present critical gaps in research and suggest directions for research.

Trends of Blended Learning in K-12 Schools

2014 ◽  
pp. 1-17 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
International Association ◽  
Natural Extension ◽  
Future Research ◽  
Cd Rom ◽  
Face To Face ◽  
School Year ◽  
Training Film ◽  
K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). One strongly supported method is blended learning (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig, et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

Blended and Online Learning in Virtual K-12 Schools

2014 ◽  
pp. 25-42
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
United States ◽  
Online Learning ◽  
Current Trend ◽  
The United States ◽  
Highly Qualified ◽  
Management Skills ◽  
Academic Impact ◽  
School Year ◽  
Learning Instruction ◽  
K 12

Since 2000, there has been an increasing rate of online learning directed toward K-12 schools in the United States. The need for online courses has become evident as schools are searching for ways to meet student’s learning needs. Online and blended courses provide options for schools with limited curricular offerings, scheduling conflicts, or find it difficult to provide highly qualified teachers. In the 2010/2011 school year, it was estimated that approximately 1.5 million students in K-12 schools across the United States were enrolled in an online course (Wicks, 2010). However, a literature search indicates that not much is known about K-12 blended and online learning instruction in virtual K-12 schools. Various issues such as types of instructional delivery, optional management skills, current trend of blended learning, the academic impact on K-12 education are critical areas for teachers and administrators to consider (iNACOL, 2011). This chapter seeks to demonstrate the growing trend of blended and online learning in the United States, analyze instructional implications of blended and online learning to students, discuss major obstacles to blended and online learning in K-12 schools, address possible solutions, and provide recommendations for further studies.

Blended and Online Learning in Virtual K-12 Schools

2018 ◽  
pp. 62-79
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
United States ◽  
Online Learning ◽  
Current Trend ◽  
The United States ◽  
Highly Qualified ◽  
Management Skills ◽  
Academic Impact ◽  
School Year ◽  
Learning Instruction ◽  
K 12

Since 2000, there has been an increasing rate of online learning directed toward K-12 schools in the United States. The need for online courses has become evident as schools are searching for ways to meet student's learning needs. Online and blended courses provide options for schools with limited curricular offerings, scheduling conflicts, or find it difficult to provide highly qualified teachers. In the 2010/2011 school year, it was estimated that approximately 1.5 million students in K-12 schools across the United States were enrolled in an online course (Wicks, 2010). However, a literature search indicates that not much is known about K-12 blended and online learning instruction in virtual K-12 schools. Various issues such as types of instructional delivery, optional management skills, current trend of blended learning, the academic impact on K-12 education are critical areas for teachers and administrators to consider (iNACOL, 2011). This chapter seeks to demonstrate the growing trend of blended and online learning in the United States, analyze instructional implications of blended and online learning to students, discuss major obstacles to blended and online learning in K-12 schools, address possible solutions, and provide recommendations for further studies.

scholarly journals A Case Study on Professional Development: Improving STEM Teaching in K-12 Education

2020 ◽  
Author(s):  
Roshani Rajbanshi ◽  
Susan Brown ◽  
Gaspard Mucundanyi ◽  
Mehmet Ozer ◽  
Nicole Delgardo
Keyword(s):  
Professional Development ◽  
After School Programs ◽  
Summer Camps ◽  
After School ◽  
Stem Learning ◽  
Non Profit ◽  
School Programs ◽  
Teachers And Students ◽  
K 12 ◽  
Stem Teaching

STEM Outreach Center is a non-profit educational center in southern New Mexico that supports K-12 STEM teachers and students by providing professional development, after school programs, summer camps, and field visits. This center has been organizing the Summer Institute Professional Development (SIPD) for more than ten years. The purpose of this research is to understand the effect of SIPD on teachers’ pedagogy to excite and engage students in STEM learning. This study contributes to the program evaluation by analyzing the experiences of teachers who participated in SIPD. This qualitative study uses the open-ended questionnaire as a method of data collection. The findings of this study show that teachers who attended the SIPD are eager to (i) integrate readings and arts in STEM teaching practices, (ii) improve their teaching pedagogies, and (iii) look for additional resources to support STEM teaching. Therefore, the authors recommend further research on how teachers transfer skills into their classrooms after attending SIPD.

Sign in / Sign up

Export Citation Format

Share Document