Journal of Online Learning Research
May 2017 Volume 3, Number 1
Editors
Mary Rice; Michael Barbour
Table of Contents
Number of articles: 5
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Special Issue: Connecting Research and Practice to Understand Efficacy in K-12 Blended Learning
Sarojani Mohammed, The Learning Accelerator, United States
The implementation of blended learning environments in K-12 settings is increasing and, with it, the need for research that answers questions from implementers or offers solutions to problems of... More
pp. 1-4
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Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course
Kristen Shand, California State University Fullerton, United States; Susan Glassett Farrelly, Humboldt State University, United States
In this study, we explore the design and delivery of a blended social studies teaching methods course to examine the elements of the blended design that pre-service teachers found most constructive... More
pp. 5-30
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Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning
Michael W. Connell, Sam Catherine Johnston, Tracey E. Hall & William Stahl, CAST, Inc., United States
Within blended learning environments, the availability and analysis of student data has emerged as a central issue. For struggling students, data generated by digital learning systems present new... More
pp. 31-54
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Attitudes and Achievement in a Self-Paced Blended Mathematics Course
Phoebe Balentyne, Northern Illinois University, United States; Mary Alice Varga, University of West Georgia, United States
Blended learning opportunities are expanding for K-12 students in public school settings. As these opportunities increase, researchers and educators seek to discover specific characteristics of the... More
pp. 55-72
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Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems
Ana Paula Rodrigues Magalhães de Barros, Universidade Estadual Paulista (Unesp), Programa de Pós-Graduação em Educação, Matemática, Rio Claro, Brazil / Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP), Brazil; Elaine Simmt, University of Alberta Edmonton, Canada; Marcus Vinicius Maltempi, Universidade Estadual Paulista (UNESP), Brazil
The use of technological resources has the potential to make viable new and less traditional methodologies of teaching that take into account student differences. Blended learning can be a way to... More
pp. 73-101
