Handbook of Research of K12 Online and Blended Learning (2nd Edition)
EBook
Kathryn Kennedy, Michigan Virtual Learning Research Institute, United States ; Richard E. Ferdig, Kent State University, United States
Handbook of Reasearch of K12 Online and Blended Learning. Published . Publisher: Carnegie Mellon University: ETC Press, Pittsburgh, PA.
Abstract
The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The chapters describe where we have been, what we currently know, and where we hope to go with research in multiple areas.
Citation
Kennedy, K. & Ferdig, R.E. (Eds.). (2018). Handbook of Research of K12 Online and Blended Learning (2nd Edition). Pittsburgh, PA: Carnegie Mellon University: ETC Press. Retrieved September 20, 2020 from https://www.learntechlib.org/p/182993/.
© 2018 Carnegie Mellon University: ETC Press
Keywords
Cited By
View References & Citations Map-
Practice and policy in K-12 online learning in New Zealand: What lessons are transferrable?
Keryn Pratt, University of Otago, New Zealand; Sandra Williamson-Leadley, University of Canterbury, New Zealand
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 238–240
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INNOVATE, a Professional Development Course in the K-12 Online Context: A Design Case
Kyle Sanders, Kennesaw State University, United States; Kimberly Bondeson, Gwinnett Online Campus, United States; Anissa Lokey-Vega, Kennesaw State University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 711–716
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Commentary: UCEA CASTLE Response to "An Interview With Joseph South"
Scott McLeod, University of Colorado Denver, United States; Jayson W. Richardson, San Diego State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 295–300
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Delivery of Accommodations for Students with in Online Learning Environments: k-12 v. University Level
Maria Earman Stetter, Roosevelt University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2254–2258
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The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States
Rebecca Parks, Mansfield University, United States; Wendy Oliver & Elaine Carson, Thrivist, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2236–2242
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Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs
Jacqueline Zweig & Erin Stafford, Education Development Center, Inc., United States
Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 399–418
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The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students
Kimberly Greene & William Hale, Brandman University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 826–840
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A Case Study of a Professional Learning Community in a Highly Diverse Blended School
Mark Stevens, George Mason University, United States; Mary Rice, University of Kansas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 485–495
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The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States
Rebecca A. Parks, Mansfield University, United States; Wendy Oliver, Thrivist, United States; Elaine Carson, Xperience Education, United States
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 79–101
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Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity
Michael Barbour, Sacred Heart University, United States; Niki Davis, University of Canterbury, New Zealand; Derek Wenmoth, CORE Education, New Zealand
International Journal on E-Learning Vol. 15, No. 1 (2016) pp. 27–45
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