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Why Theoretical Perspectives Need to Frame K-12 Online Learning
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, , , Kennesaw State University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In 2017, the authors analyzed the works available in the Research Clearinghouse for K-12 Blended and Online Learning for theoretical underpinnings by conducting a content analysis of the titles, abstracts, and keywords of each publication for the specific inclusion of learning theories Findings from this investigation supported the authors’ assertions that theoretical perspectives in the field of K-12 online learning exist, at best, in a meager state Using this evidence, the authors argue that distance learning theories could spark a shift in researcher practices that could move the field forward

Citation

Pourreau, L., Lokey-Vega, A. & Jorrín Abellán, I.M. (2018). Why Theoretical Perspectives Need to Frame K-12 Online Learning. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 701-710). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 20, 2020 from .

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