Making Good Experiences in (Online) Education

Mary Rice; Michael Barbour

Journal of Online Learning Research Vol. 9, No. 2 (August 2023) pp. 127–132

A a principal theme in this issue of the Journal of Online Learning Research is Experience. Each of the articles focuses on how a group reports on and thinks about experience. For those who participated in the studies that lead to these articles,...

Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students

Ian Kingsbury; David T. Marshall

Journal of Online Learning Research Vol. 9, No. 1 (April 2023) pp. 83–100

Many K-12 brick-and-mortar public schools now grant students the option of taking some of their courses online. Yet, a scant academic literature probes where online course choice exists and why it is utilized. We partner with a market research firm...

Honoring Overlapping Agencies in Online Teaching and Learning

Mary Rice; Michael Barbour

Journal of Online Learning Research Vol. 9, No. 1 (April 2023) pp. 1–6

When it comes to technologies and learning, privilege and power reveal themselves in who gets to make choices and what choices can be made (Fawns, 2022). Children, their parents, and educators working with digital technologies in an online modality ...

From Bandwidth Bottlenecks to Technical Tiffs: A Guide to Effective Middle School Online Teaching

Erik Kormos; Amy Crawford; Hind Haddad

EdMedia + Innovate Learning 2023 (Jul 10, 2023) pp. 1402–1408

This research study explored K-12 middle grades teacher perceptions of barriers to effective implementation of online learning during the covid pandemic. This quantitative investigation featured 62 participants employed full-time as middle grades...

Topics: online learning environments, Mobile teaching and learning technologies, Digital divide issues, initiatives, and cases

Pandemic Education: Impact of COVID-19 on Virtual Education in Indiana

Staci Herrin; Tori Colson; Moriah Smothers; Catherine Minihan

Journal of Online Learning Research Vol. 9, No. 2 (August 2023) pp. 187–220

The purpose of this article is to examine ways in which the COVID-19 pandemic impacted the adoption and perception of virtual programs in Indiana public school districts. This mixed-methods sequential explanatory study focuses on beliefs held by...

Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course

Jennifer Darling-Aduana; Mason Shero

Journal of Online Learning Research Vol. 9, No. 1 (April 2023) pp. 57–82

Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the ...

Examining the Remote Teaching Experiences of International Educators during the COVID-19 Pandemic

Lauren Woo; Leanna Archambault

Journal of Online Learning Research Vol. 9, No. 1 (April 2023) pp. 15–38

The COVID-19 pandemic caused abrupt school closures and transitions to emergency remote teaching, which impacted millions of educators worldwide. Given an overall lack of international perspectives in related research, there is a need to work toward ...

Exploring Student Perceptions of K-12 Synchronous Remote Education

Stefan Hrastinski; Anna Akerfeldt; Nina Bergdahl

Journal of Online Learning Research Vol. 9, No. 2 (August 2023) pp. 221–229

Despite increased interest in synchronous remote K-12 education, there is limited research on how students perceive such education. This article explores student perceptions of remote education, tutor support, social presence, learning and...

Examination of the Presence + Experience Framework: Creating an Online Course for Pre-service Teachers Learning to Teach Online

Jacob Hall; Qiu Wang; Jing Lei

Journal of Technology and Teacher Education Vol. 31, No. 1 (2023) pp. 89–122

Preparing future teachers with virtual teaching competencies that can be applied to blended or fully online settings has long challenged teacher education programs. The need for this preparation has been made increasingly apparent by global events,...

Technology Infusion and the Development of Practice: The Quest to Create Digitally Able Teachers

Debra R. Sprague; Nicole M. Zumpano; Jayson W. Richardson; Jo Williamson; Lucy Gray

Contemporary Issues in Technology and Teacher Education Vol. 23, No. 1 (March 2023) pp. 199–227

The third pillar of technology infusion is practice, providing numerous opportunities in multiple settings for teacher candidates to practice teaching with technology and to reflect on their experiences. Drawing from sociocultural theories of...

Coaching to Support Blended Teaching: A Phenomenological Study of the Coaching Experiences of Emerging K-12 Blended Teachers

Michelle Jensen; Charles R. Graham

Journal of Technology and Teacher Education Vol. 31, No. 1 (2023) pp. 35–66

With the growth of blended teaching comes a need to support teachers that are shifting their instruction to this mode of teaching. Coaching is a form of professional development that is growing in K-12 institutions. However, research of coaching...