Four times a year, we send out a digest of published scholarship in the area of K-12 online and blended learning. Below you will find abstracts to several recently published articles — hand-picked by our Institute's researchers — with links to the full text if you are interested in reading more.
Professional learning (PL) in education comprises opportunities that aim to enhance the quality of educators’ instruction. Because of the potentially positive impact PL can have on educators, it is crucial to understand how they are engaging with PL courses. Similarly, PL must be able to meet a wide variety of educators’ needs. The current study used survey data, and data from Michigan Virtual’s Professional Learning Portal to gain insights into educator engagement in pedagogically focused courses. Additionally, course offerings were examined to identify any patterns in the offerings. The most frequently cited reason for educators’ course enrollment was meeting professional development requirements. Educators have a wide variety of cost and time-effective PL options for meeting this need, with over half of the pedagogically focused courses costing less than $5, and the majority being self-paced. While most courses taken by educators were completed, educators were more likely to both drop and complete fewer course assignments in SCECH courses. Educators reported audiovisual elements were engaging and helpful for learning, while readings and quizzes were perceived as only helpful for learning. It is recommended that PL courses balance elements that are perceived as engaging and helpful for learning. Future work should seek to understand why fewer assignments are completed in SCECH-granting courses, and ensure all educators are represented in enrollments.
Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.
In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers enrolled in blended sections (n = 275) and online sections (n = 50) of the same introductory educational technology course. The results revealed that preservice teachers enrolled in the online format of the course reported a significantly higher level of using time management strategies, but a significantly lower level of employing help-seeking strategies compared to preservice teachers enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners and preparing preservice teachers that likely will be responsible for facilitating blended and online learning with their own students.
The decline in teacher preparation program enrollments poses significant challenges, ultimately affecting K-12 classrooms and limiting the availability of skilled educators, particularly in Career and Technical Education (CTE). In response to this crisis, Michigan has made substantial investments in CTE, dedicating significant funds to reimburse schools for the extra costs associated with these programs. Additionally, innovative online CTE initiatives have been implemented in states like Idaho, Missouri, and Arkansas, showcasing unique approaches and successful strategies to address the shortage and enhance access to CTE courses. This report provides an in-depth analysis of online CTE programs at the Idaho Digital Learning Alliance (IDLA), Launch Missouri, and Virtual Arkansas, discussing their program goals, development, assessment methods, curriculum design, instructional approaches, and alignment with industry standards. Furthermore, it highlights key considerations and strategies to enhance success in online CTE programs, including overcoming skepticism, addressing resource constraints, intentional course selection and design, fostering effective communication and collaboration, aligning program goals with state objectives, and involving industry stakeholders for real-world relevance. Ultimately, online CTE programs emerge as instrumental tools in providing flexible and accessible learning opportunities, preparing students for successful futures in the dynamic job market, and advancing the agenda of workforce development and education.
Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy.
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Explore over 1,000 publications in our Research Clearinghouse
Though we only feature four or five resources per newsletter, we encourage you to visit our Research Clearinghouse to search for citations that may be of use to you. The Clearinghouse currently houses over 1,000 citations in the field of online and blended learning, and over 100 new citations are added each year.
If you have any questions about how to navigate this resource, please check out our "Getting Started Guide."
What else do you want to see?Please feel free to offer any feedback on the Clearinghouse or any other MVLRI initiatives by emailing us at mvlri@michiganvirtual.org. Thank you!
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