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May 2017 Volume 3, Number 1

Editors

Leanna Archambault; Jered Borup

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Table of Contents

Number of articles: 5

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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