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Journal of Online Learning Research

March 2019 Volume 5, Number 1

Editors

Leanna Archambault; Jered Borup

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Table of Contents

Number of articles: 6

  1. Taking Flight: Working to Increase Focus on K-12 Online and Blended Learning in International Contexts

    Leanna Archambault, Arizona State University, United States; Jered Borup, George Mason University, United States

    In the current issue, we are introducing a special international section. Since JOLR’s formation in 2014, the journal has sought to be more inclusive of international authors and contexts,... More

    pp. 1-4

  2. Developing Pedagogy and Course Design Skills in Novice Virtual School Teachers in Australia

    Cathy Cavanaugh, Microsoft, United States; Meredith Roe, Catholic Education Western Australia, Australia

    Ten secondary schools in a large statewide education system initiated a virtual school network to address the lack of upper secondary school courses for university entry in smaller high schools.... More

    pp. 5-22

  3. (Blended) Learning: How Traditional Best Teaching Practices Impact Blended-Learning Classrooms

    Elizabeth Anthony, Alliance for Catholic Education at the University of Notre Dame, United States

    Decades of research have shown that the quality of instruction a student receives has a greater impact than any other factor on his or her learning, but the emergence of the blended-learning model ... More

    pp. 23-48

  4. Blended Learning in Middle School Math: The Question of Effectiveness

    Minaz Fazal, New York Institute of Technology, United States; Melanie Bryant, Austin Independent School District, United States

    Blended learning models can help teachers leverage the power of technology to customize student learning and differentiate instruction for students at varying achievement levels. Research on the... More

    pp. 49-64

  5. Teachers’ First Experiences with Global Projects: Emerging Collaboration and Cultural Awareness

    Kevin Oliver, North Carolina State University, United States; Michael Cook, Auburn University, United States; Angela Wiseman, North Carolina State University, United States

    Two cohorts of teachers recently participated in a professional development program focused on incorporating global perspectives and activities into K-12 classrooms using contemporary technologies.... More

    pp. 65-96

  6. Exploring the Concerns of Online K-12 Teachers

    Tadd Farmer, Purdue University, United States; Richard West, Brigham Young University, United States

    In this interpretative phenomenological analysis (IPA) study, we found that the experiences of online teachers are highly complex and individualized, and that the development of their concerns as... More

    pp. 97-118