Massively Open Online Course for Educators (MOOC-Ed) network dataset

Shaun Kellogg; Achim Edelmann

British Journal of Educational Technology Vol. 46, No. 5 (Sep 01, 2015) pp. 977–983

This paper presents the Massively Open Online Course for Educators (MOOC-Ed) network dataset. It entails information on two online communication networks resulting from two consecutive offerings of the MOOC called he igital earning ransition in -12...

Credit Recovery in a Virtual School: Affordances of Online Learning for the At-Risk Student

Kevin Oliver; Shaun Kellogg

Journal of Online Learning Research Vol. 1, No. 2 (August 2015) pp. 191–218

This paper summarizes evaluation findings about a high school credit recovery (CR) program as solicited by a state-sponsored virtual school in the United States. Student and teacher surveys explained why CR students failed previous instances of face-...

Topics: Learning Objects, High Risk, Virtual Environments

An Investigation into Reported Differences between Online Foreign Language Instruction and Other Subject Areas in a Virtual School

Kevin Oliver; Shaun Kellogg; Ruchi Patel

CALICO Journal Vol. 29, No. 2 (January 2012) pp. 269–296

High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in spring 2009. When the responses of 559 foreign language students were compared to students in five...

A social network perspective on peer supported learning in MOOCs for educators

Shaun Kellogg; Sherry Booth; Kevin Oliver

International Review of Research in Open and Distance Learning Vol. 15, No. 5 (Oct 06, 2014)

A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits...

An Investigation into Reported Differences Between Online Math Instruction and Other Subject Areas in a Virtual School

Kevin Oliver; Shaun Kellogg; Ruchi Patel

Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 4 (October 2010) pp. 417–453

Students and teachers affiliated with Spring 2009 online mathematics courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys detailing the effectiveness of their courses. Several significant differences...

Topics: eLearning, Secondary Education, Teaching Methods, Virtual Environments, Instructional Design, Mathematics, Distance Education

Value creation in online communities for educators

Sharon E. Booth; Shaun B. Kellogg

British Journal of Educational Technology Vol. 46, No. 4 (Jul 01, 2015) pp. 684–698

The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer...

A Social Network Perspective on Peer Supported Learning in MOOCs for Educators

Shaun Kellogg; Sherry Booth; Kevin Oliver

The International Review of Research in Open and Distributed Learning Vol. 15, No. 5 (Oct 06, 2014) pp. 263–289

A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits...

Participating in a MOOC and Professional Learning Team: How a Blended Approach to Professional Development Makes a Difference

Kemal Akoglu; Hollylynne Lee; Shaun Kellogg

Journal of Technology and Teacher Education Vol. 27, No. 2 (April 2019) pp. 129–163

Massive open online course for educators (MOOC-Ed) provide opportunities for using research-based learning and teaching practices, along with new technological tools and facilitation approaches for delivering quality online professional development. ...

Needs of Elementary and Middle School Teachers Developing Online Courses for a Virtual School

Kevin Oliver; Shaun Kellogg; Latricia Townsend; Kevin Brady

Distance Education Vol. 31, No. 1 (May 2010) pp. 55–75

Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow-up survey helped to identify common needs of ...

Supporting School Leaders in Blended Learning with Blended Learning

Lauren Acree; Theresa Gibson; Nancy Mangum; Mary Ann Wolf; Shaun Kellogg; Suzanne Branon

Journal of Online Learning Research Vol. 3, No. 2 (August 2017) pp. 105–143

This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning ...