Chapter 13 Pre-service Teachers’ Preparation for Teaching Online

Past Practices and Future Needs

In: Handbook of Research in Online Learning
Authors:
Michael K. Barbour
Search for other papers by Michael K. Barbour in
Current site
Google Scholar
PubMed Close
and
Charles B. Hodges
Search for other papers by Charles B. Hodges in
Current site
Google Scholar
PubMed Close
Type:
Chapter
Pages:
307–338
DOI:
https://doi.org/10.1163/9789004702813_013

Purchase instant access (PDF download and unlimited online access):

$40.00
Add to Cart
Redeem Access Token

Abstract

Historical school disruptions show why readiness for online teaching is critical. The COVID-19 pandemic exposed a lack of teacher preparation for emergency remote teaching, prompting calls to re-envision teacher education. In this chapter, the authors argue for two key goals: developing frameworks and practices to prepare teachers for online environments and fundamentally integrating online teaching into teacher preparation. First, scholars need funding to identify online teaching best practices and create standards and instruments, enabling rigorous benchmarking. Second, online teaching experiences must be embedded across teacher education through required coursework on online pedagogy, modeling quality online instruction, learning online themselves, and completing online field placements. Accrediting bodies must mandate these changes. The chapter includes brief reviews of research on online teaching standards, instruments, curricula, and experiences.

  • Collapse
  • Expand
Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 9 21 Years of Worldwide Learning Online
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

  • Adelstein, D., & Barbour, M. K. (2016a). Building better courses: Examining the content validity of the iNACOL national standards for quality online courses. Journal of Online Learning Research, 2(1), 41–73. http://www.editlib.org/p/171515

    • Search Google Scholar
    • Export Citation

  • Adelstein, D., & Barbour, M. K. (2016b). Redesigning design: Field testing a revised design rubric based on iNACOL quality course standards. International Journal of E-Learning & Distance Education, 31(2). http://www.irrodl.org/index.php/irrodl/article/view/2800

    • Search Google Scholar
    • Export Citation

  • Adelstein, D., & Barbour, M. K. (2017). Improving the K-12 online course design review process: Experts weigh in on iNACOL National Standards for Quality Online Courses. International Journal of e-Learning and Distance Education, 18(3). http://www.ijede.ca/index.php/jde/article/view/976

    • Search Google Scholar
    • Export Citation

  • Adelstein, D., & Barbour, M. (2018). Redesigning The iNACOL Standards For K-12 Online Course Design. Journal of Online Learning Research, 4(3), 233–261. https://www.learntechlib.org/primary/p/178229/

    • Search Google Scholar
    • Export Citation

  • Alpert. (2011). Online education in Hong Kong. In M. K. Barbour, L. Hasler Waters, & J. Hunt (Eds.), Online and blended learning: Case studies from K-12 schools around the world (pp. 37–59). International Association for K-12 Online Learning.

    • Search Google Scholar
    • Export Citation

  • American Association of Colleges for Teacher Education. (2022). High-quality educator preparation. https://aacte.org/resources/high-quality-educator-preparation/

    • Search Google Scholar
    • Export Citation

  • An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69, 2589–2613. https://doi.org/10.1007/s11423-021-10008-5

    • Search Google Scholar
    • Export Citation

  • Archibald, D., Barbour, M.K., Leary, H, Wilson, E.V., & Ostashewski, N. (2020). Teacher education and K-12 online learning: A special report of the state of the nation: K-12 e-learning in Canada project. https://k12sotn.ca/wp-content/uploads/2020/07/k12ol-teacher-ed.pdf

    • Search Google Scholar
    • Export Citation

  • Archibald, D. E., Graham, C. R., & Larsen, R. (2021). Validating a blended teaching readiness instrument for primary/secondary preservice teachers. British Journal of Educational Technology, 52(2), 536–551. https://doi.org/10.1111/bjet.13060

    • Search Google Scholar
    • Export Citation

  • Archambault, L. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73–91. https://www.learntechlib.org/primary/p/31410/

    • Search Google Scholar
    • Export Citation

  • Archambault, L. (2013). Arizona State University and Florence Virtual Academy. In K. Kennedy and L. Archambault (Eds.), Partnering for success: A 21st century model for teacher preparation (pp. 26–29). iNACOL. https://aurora-institute.org/wp-content/uploads/partnering-for-success.pdf

    • Search Google Scholar
    • Export Citation

  • Archambault, L., DeBruler, K., & Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83–106. https://www.learntechlib.org/p/112361/

    • Search Google Scholar
    • Export Citation

  • Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental progress: Re-examining field experiences in K-12 online learning contexts in the United States. Journal of Online Learning Research, 2(3), 303–326. https://www.learntechlib.org/p/174116/

    • Search Google Scholar
    • Export Citation

  • Archambault, L., & Larson, J. (2015). Pioneering the digital age of instruction: Learning from and about K-12 online teachers. Journal of Online Learning Research, 1(1), 49–83. https://www.learntechlib.org/primary/p/149852/

    • Search Google Scholar
    • Export Citation

  • Azukas, M. E., & Barbour, M. K. (2021). In-service teachers’ perceptions of K-12 online learning curriculum in a graduate course: An action research project. International Journal of Online Pedagogy and Course Design, 11(4), 61–81. https://doi.org/10.4018/IJOPCD.2021100105

    • Search Google Scholar
    • Export Citation

  • Bacsich, P., Bristow, S. F., Camilleri, A., de Beeck, I. O., Pepler, G., & Phillips, B. (2012a). VISCED handbook – Volume 2 – Virtual schools and colleges – Providing alternatives for successful learning. ATiT bvba. https://bacsich.org/wp-content/uploads/2020/02/visced_d7.7_visced_handbook-volume-2__i.pdf

    • Search Google Scholar
    • Export Citation

  • Bacsich, P., Pepler, G., Phillips, B., Öström, M., & Reynolds, S. (2012b). VISCED handbook – Volume 1 – Virtual schools and colleges – Providing alternatives for successful learning. ATiT bvba. https://bacsich.org/wp-content/uploads/2020/02/visced_d7.7_visced_handbook-volume-1__i.pdf

    • Search Google Scholar
    • Export Citation

  • Baker, B. D., & Di Carlo, M. (2020). The coronavirus pandemic and K-12 education funding. Albert Shanker Institute. https://www.shankerinstitute.org//sites/default/files/coronavirusK12final.pdf

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K. (2010). Perspectives on E-Learning: Development and challenges of K-12 online learning. In D. Gibson & B. Dodge (Eds.), Proceedings of Teacher Education International Conference (pp. 310–315). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/33355/

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K. (2013). Wayne State University. In K. Kennedy & L. Archambault (Eds.), Partnering for success: A 21st century model for teacher preparation (pp. 22–25). iNACOL. https://aurora-institute.org/wp-content/uploads/partnering-for-success.pdf

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K. (2018). Lessons for K-12 distance, online and blended learning from research in higher education. Michigan Virtual Learning Research Institute at Michigan Virtual University. https://michiganvirtual.org/research/publications/examining-online-research-in-higher-education-what-can-we-replicate-in-k-12/

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K. (2019). The landscape of K-12 online learning: Examining what is known. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (4th ed., pp. 521–542). Routledge.

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K. (2020). Misbehaving toddler or moody teenager: Examining the maturity of the field of K-12 online learning. Revista de Educación a Distancia, 64(20). https://revistas.um.es/red/article/view/412821/286721

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K., Hasler Waters, L., & Hunt, J. (2011). Online and blended learning: Case studies from K-12 schools around the world. International Association for K-12 Online Learning.

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K., & Hodges, C. B. (2023). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment. Proceedings of the annual meeting of the European Distance Education Network. https://ubiquityproceedings.com/articles/10.5334/uproc.92

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C., Moore, S., Lockee, B., & Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. Canadian eLearning Network. https://k12sotn.ca/wp-content/uploads/2020/12/understanding-pandemic-pedagogy.pdf

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402–416. https://doi.org/10.1016/j.compedu.2008.09.009

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2012). Virtually unprepared: Examining the preparation of K-12 online teachers. In R. Hartshorne, T. Heafner, & T. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 60–81). IGI Global.

    • Search Google Scholar
    • Export Citation

  • Barbour, M. K., & Unger-Harrison, K. (2016). Teachers’ perceptions of K-12 online: Impacting the design of a graduate course curriculum. Journal of Educational Technology Systems, 45(1), 74–92. https://doi.org/10.1177/0047239516637072

    • Search Google Scholar
    • Export Citation

  • Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management, 27(2), 215–227.

  • Berge, Z., & Clark, T. (2009). Virtual schools: What every superintendent needs to know. Distance Learning, 6(2), 1–9.

  • Bishop-Sterling, T. (2020, December). Spanish flu in Newfoundland. A presentation to the Newfoundland and Labrador Historical Society. https://youtu.be/bP7bh-IOwCQ

    • Search Google Scholar
    • Export Citation

  • Black, E. W., Ferdig, R. E., Fleetwood, A., & Thompson, L. A. (2022). Hospital homebound students and K-12 online schooling. PLoS One, 17(3), e0264841. https://doi.org/10.1371/journal.pone.0264841

    • Search Google Scholar
    • Export Citation

  • Borja, R. R. (2003, May 21). Online learning fills void in nations coping with SARS. Education Week. https://www.edweek.org/leadership/online-learning-fills-void-in-nations-coping-with-sars/2003/05

    • Search Google Scholar
    • Export Citation

  • Borup, J., Jensen, M., Arnesen, K. T., Short, C. R., & Graham, C. R. (2022). K-12 blended teaching: A guide to practice within the disciplines. Pressbooks. https://edtechbooks.org/k12blended2

    • Search Google Scholar
    • Export Citation

  • Bouton, B. (2016). Empathy research and teacher preparation: Benefits and obstacles. SRATE Journal, 25(2), 16–25. https://eric.ed.gov/?id=EJ1113829

    • Search Google Scholar
    • Export Citation

  • Brahimi, T., Sarirete, A., & Ibrahim, R. M. (2016). The impact of accreditation on student learning outcomes. International Journal of Knowledge Society Research, 7(4), 51–62. https://doi.org/10.4018/IJKSR.2016100105

    • Search Google Scholar
    • Export Citation

  • Brown, J. D. (1996). Testing in language programs. Prentice Hall Regents.

  • Cavanaugh, C. (2009) Getting more learning time online: Distance education in support of expanded learning time in K-12 schools. Center for American Progress. https://www.americanprogress.org/article/getting-students-more-learning-time-online/

    • Search Google Scholar
    • Export Citation

  • Clark, T. (2000). Virtual high schools: State of the states – A study of virtual high school planning and preparation in the United States. Center for the Application of Information Technologies, Western Illinois University.

    • Search Google Scholar
    • Export Citation

  • Clark, T. (2001). Virtual schools: Trends and issues. A study of virtual schools in the United States. Distance Learning Resource Network, WestEd. https://www2.wested.org/www-static/online_pubs/virtualschools.pdf

    • Search Google Scholar
    • Export Citation

  • Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Research in Learning Technology, 26. http://dx.doi.org/10.25304/rlt.v26.2047

    • Search Google Scholar
    • Export Citation

  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962

    • Search Google Scholar
    • Export Citation

  • Darling-Hammond, L., & Cobb, V. L. (1995). Teacher preparation and professional development in APEC members: a comparative study. Asia Pacific Economic Cooperation Secretariat & U.S. Department of Education. https://eric.ed.gov/?id=ED383683

    • Search Google Scholar
    • Export Citation

  • Davis, N., Demiraslan, Y., & Wortmann, K. (2007, October). Preparing to support online learning in K-12. A presentation at the Iowa Educational Technology Conference, Des Moines, IA. http://ctlt.iastate.edu/~tegivs/TEGIVS/publications/ITEC2007-presentations.pdf

    • Search Google Scholar
    • Export Citation

  • Davis, N., Niederhauser, D., Compton, L., Lindstrom, D., & Schoeny, Z. (2005). Virtual schooling lab practice: Case studies for teacher preparation. Proceedings of the International Conference of the Society for Information Technology and Teacher Education (pp. 342–345). Association for the Advancement of Computing in Education. http://ctlt.iastate.edu/~tegivs/TEGIVS/publications/conferen-ceproceedings2005.pdf

    • Search Google Scholar
    • Export Citation

  • Davis, N., & Rose, R. (2007). Research committee issues brief: Professional development for virtual schooling and online learning. North American Council for Online Learning. https://aurora-institute.org/resource/professional-development-for-virtual-schooling-and-online-learning/

    • Search Google Scholar
    • Export Citation

  • Dawley, L., Rice, K., & Hinck, G. (2010). Going virtual! 2010: The status of professional development and unique needs of K-12 online teachers. Boise State University. https://aurora-institute.org/resource/going-virtual-the-status-of-professional-development-and-unique-needs-of-k-12-online-teachers/

    • Search Google Scholar
    • Export Citation

  • Ferdig, R. E. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760. https://doi.org/10.1111/j.1467-8535.2006.00559.x

    • Search Google Scholar
    • Export Citation

  • Ferdig, R., Cavanaugh, C., DiPietro, M., Black, E., & Dawson, K. (2009). Virtual schooling standards and best practices for teacher education. Journal of Technology and Teacher Education, 17(4), 479–503.

    • Search Google Scholar
    • Export Citation

  • Ferdig, R. E., Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2023). What PreK-12 teachers should know about educational technology in 2023: A research-to-practice anthology. Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/222690

    • Search Google Scholar
    • Export Citation

  • Filiz, O., & Kurt, A. A. (2022). The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness. Journal of Educational Technology and Online Learning, 5(3), 655–675. https://doi.org/10.31681/jetol.1118674

    • Search Google Scholar
    • Export Citation

  • German, E. (2020, September 1). Distance learning has been part of American culture for 100 years. Why can’t we get it right? GEN: Medium. https://gen.medium.com/distancelearning-has-been-part-of-american-culture-for-almost-100-years-e3c001a05858

    • Search Google Scholar
    • Export Citation

  • Goodson, I. F. (1993). Forms of knowledge and teacher education. Journal of Education for Teaching, 19(4), 217–229. https://doi.org/10.1080/0260747930190419

    • Search Google Scholar
    • Export Citation

  • Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2017). K-12 blended teaching readiness: Phase 1 – Instrument development. Michigan Virtual University. https://mvlri.org/research/publications/k-12-blended-teaching-readiness-instrument-development/

    • Search Google Scholar
    • Export Citation

  • Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2018a). K-12 blended teaching readiness: Phase 2 – Instrument development. Michigan Virtual University. https://mvlri.org/research/publications/blended-teaching-readiness-phase-2-instrument-development/

    • Search Google Scholar
    • Export Citation

  • Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601

    • Search Google Scholar
    • Export Citation

  • Graham, C. R., Borup, J., Short, C., & Archambault, L. (2018b). Blended teaching and personalized learning: A practical guide for K-12 teachers. Pressbooks. https://k12blendedteaching.pressbooks.com/

    • Search Google Scholar
    • Export Citation

  • Graziano, K. J., & Bryans-Bongey, S. (2018). Surveying the national landscape of online teacher training in K–12 teacher preparation programs. Journal of Digital Learning in Teacher Education, 34(4), 259–277. https://doi.org/10.1080/21532974.2018.1498040

    • Search Google Scholar
    • Export Citation

  • Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C. & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147. https://www.learntechlib.org/primary/p/216910/

    • Search Google Scholar
    • Export Citation

  • Harvey, L. (2007). The power of accreditation: Views of academics. Journal of Higher Education Policy and Management, 26(2), 207–223. https://doi.org/10.1080/1360080042000218267

    • Search Google Scholar
    • Export Citation

  • Haugen, J. M. (2015). Flexible learning days. The Education Digest, 81(1), 48–51.

  • Hodge, J. G., Bhattacharya, D., & Gray, G. (2008). Legal preparedness for school closures in response to pandemic influenza and other emergencies. U.S. Centers for Disease Control and Prevention. https://www.pps.net/cms/lib/OR01913224/Centricity/Domain/70/pandemic/schoolclosures.pdf

    • Search Google Scholar
    • Export Citation

  • Hodges, C. B., Barbour, M. K., & Ferdig, R. E. (2022). A 2025 vision for building access to K-12 online and blended learning in pre-service teacher education. Journal of Technology and Teacher Education, 30(2), 201–2016. https://www.learntechlib.org/primary/p/221153/

    • Search Google Scholar
    • Export Citation

  • Hodges, C. B., Moore, S. L., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

    • Search Google Scholar
    • Export Citation

  • Hua, D. M., Davison, C. B., & Kaja, S. (2017). Stakeholder response to virtual learning days in public school districts. CTE Journal, 5(1), 20–33. http://www.thectejournal.com/uploads/1/0/6/8/10686931/hua.pdf

    • Search Google Scholar
    • Export Citation

  • Hynes, M., Zugelder, B., & Zajac, J. (2013) University of Central Florida and Florida Virtual School. In K. Kennedy & L. Archambault (Eds.), Partnering for success: A 21st century model for teacher preparation (pp. 34–36). iNACOL. https://aurora-institute.org/wp-content/uploads/partnering-for-success.pdf

    • Search Google Scholar
    • Export Citation

  • Ignudo, T. (2023, June 8). School district of Philadelphia shifting to virtual learning Friday due to Canadian wildfire smoke. CBS News Philadelphia. https://www.cbsnews.com/philadelphia/news/philadelphia-schools-virtual-canada-wildfire-smoke-wildfire/

    • Search Google Scholar
    • Export Citation

  • International Association for K-12 Online Learning. (2011a). National standards for quality online courses (version 2). https://aurora-institute.org/resource/inacol-national-standards-for-quality-online-courses-v2/

    • Search Google Scholar
    • Export Citation

  • International Association for K-12 Online Learning. (2011b). National standards for quality online teaching (version 2). https://aurora-institute.org/resource/inacol-national-standards-for-quality-online-teaching-v2/

    • Search Google Scholar
    • Export Citation

  • Irvine, V., Mappin, D., & Code, J. (2003). Preparing teachers to teach online: The role of faculties of education. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1978–1981). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/11148/

    • Search Google Scholar
    • Export Citation

  • Jackson, A. M., & Ahmed, F. (2020). Assessing characteristics of unplanned school closures that occurred in the United States in response to Hurricane Harvey in 2017. Disaster Medicine and Public Health Preparedness, 14(1), 125–129. https://doi.org/10.1017/dmp.2019.159

    • Search Google Scholar
    • Export Citation

  • Kennedy, K., & Archambault, L. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185–200. https://doi.org/10.1177/0022487111433651

    • Search Google Scholar
    • Export Citation

  • Kennedy, K., & Archambault, L. (2013). Partnering for success: A 21st century model for teacher preparation. International Association for K-12 Online Learning. https://aurora-institute.org/resource/partnering-for-success-a-21st-century-model-for-teacher-preparation/

    • Search Google Scholar
    • Export Citation

  • Kozma, R., Zucker, A., Espinoza, C., McGhee, R., Yarnall, L., Zalles, D., & Lewis, A. (2000). The online course experience: Evaluation of the Virtual High School’s third year of implementation, 1999–2000. SRI International. https://www.sri.com/publication/education-learning-pubs/digital-learning-pubs/the-online-course-experience-evaluation-of-the-virtual-high-schools-third-year-of-implementation/

    • Search Google Scholar
    • Export Citation

  • LaBonte, R., Barbour, M. K., & Mongrain, J. (2022). Teaching during times of turmoil: Ensuring Continuity of learning during school closures. Canadian eLearning Network. https://canelearn.net/wp-content/uploads/2022/09/Teaching-During-Times-of-Turmoil.pdf

    • Search Google Scholar
    • Export Citation

  • LaBonte, R., Barbour, M. K., & Nagle, J. (2021). Pandemic pedagogy in Canada: Lessons from the first 18 months. Canadian eLearning Network. https://drive.google.com/file/d/1gaNFXDCt44W9DaAC9iRAf33pDTKup2C8/view

    • Search Google Scholar
    • Export Citation

  • Latchem, C., & Jung, I. (2009). Distance and blended learning in Asia. Routledge.

  • Leech, N. L., Gullett, S., Cummings, M. H., & Haug, C. A. (2022). The challenges of remote K–12 education during the COVID-19 pandemic: Differences by grade level. Online Learning, 26(1), 245–267. https://doi.org/10.24059/olj.v26i1.2609

    • Search Google Scholar
    • Export Citation

  • LaBonte, R., Barbour, M. K., & Mongrain, J. (2022). Teaching during times of turmoil: Ensuring continuity of learning during school closures. Canadian eLearning Network. https://canelearn.net/wp-content/uploads/2022/09/Teaching-During-Times-of-Turmoil.pdf

    • Search Google Scholar
    • Export Citation

  • Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The validation of one parental involvement measurement in virtual schooling. Journal of Interactive Online Learning, 9(2). https://www.ncolr.org/jiol/issues/pdf/9.2.2.pdf

    • Search Google Scholar
    • Export Citation

  • Luo, T., Hibbard, L., Franklin, T., & Moore, D. (2017). Preparing teacher candidates for virtual field placements via an exposure to K-12 online teaching. Journal of Information Technology Education: Research, 16, 1–14. https://doi.org/10.28945/3626

    • Search Google Scholar
    • Export Citation

  • Mackey, J., Gilmore, F., Dabner, N., Breeze, D., & Buckley, P. (2012). Blended learning for academic resilience in times of disaster or crisis. Journal of Online Learning and Teaching, 8(2), 122–135. https://jolt.merlot.org/vol8no2/mackey_0612.pdf

    • Search Google Scholar
    • Export Citation

  • Mancenido, Z. (2022). Impact evaluations of teacher preparation practices: Challenges and opportunities for more rigorous research (Ed Working Paper: 22–534). Annenberg Institute at Brown University. https://doi.org/10.26300/ywnd-4c31

    • Search Google Scholar
    • Export Citation

  • Mancenido, Z. (2023). Impact evaluations of teacher preparation practices: Challenges and opportunities for more rigorous research. Review of Educational Research. Advance online publication. https://doi.org/10.3102/00346543231174413

    • Search Google Scholar
    • Export Citation

  • Mandt, R., Seetharam, K., & Cheng, C. H. M. (2020). Federal R&D funding: The bedrock of national innovation. MIT Science Policy Review, 1, 44–54. https://doi.org/10.38105/spr.n463z4t1u8

    • Search Google Scholar
    • Export Citation

  • McAllister, L., & Graham, C. (2016). An analysis of the curriculum requirements for K-12 online teaching endorsements in the US. Journal of Online Learning Research, 2(3), 247–282. https://www.learntechlib.org/p/173220/

    • Search Google Scholar
    • Export Citation

  • McCarthy, N. (2020, March 24). COVID-19 has forced 1.4 billion students to stay home. Statista. https://www.statista.com/chart/21225/countries-with-country-wide-or-localized-school-closures/

    • Search Google Scholar
    • Export Citation

  • McCracken, H. (2020, July 21). Before zoom and coronavirus, how the telephone became the 20th century’s most successful remote-learning technology for homebound students. The 74. https://www.the74million.org/article/how-the-telephone-became-the-20th-centurysmost-successful-remote-learning-technology-for-homebound-students/

    • Search Google Scholar
    • Export Citation

  • Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher empathy: A model of empathy for teaching for student success. College Teaching, 67(3), 160–168. https://doi.org/10.1080/87567555.2019.1579699

    • Search Google Scholar
    • Export Citation

  • Miller, R. K., & Hui, I. (2022). Impact of short school closures (1–5 days) on overall academic performance of schools in California. Scientific Reports, 12(1), 2079. https://doi.org/10.1038/s41598-022-06050-9

    • Search Google Scholar
    • Export Citation

  • Milman, N. B. (2014). Snow days: Is distance education a solution in K-12 schools? Distance Learning, 11(2), 45–48.

  • Molnar, A., Miron, G., Barbour, M.K., Huerta, L., Shafer, S.R., Rice, J. K., Glover, A., Browning, N., Hagle, S., & Boninger, F. (Eds.). (2021). Virtual schools in the U.S. 2021. National Education Policy Center. https://nepc.colorado.edu/publication/virtual-schools-annual-2021

    • Search Google Scholar
    • Export Citation

  • Molnar, A., Miron, G., Elgeberi, N., Barbour, M. K., Huerta, L., Shafer, S. R., & Rice, J. K. (2019). Virtual schools in the U.S. 2019. National Education Policy Center. https://nepc.colorado.edu/publication/virtual-schools-annual-2019

    • Search Google Scholar
    • Export Citation

  • Moore-Adams, B. L., Jones, W. M., & Cohen, J. (2016). Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333–348. https://doi.org/10.1080/01587919.2016.1232158

    • Search Google Scholar
    • Export Citation

  • Morones, A. (2014). Snow days turn into e-learning days for some schools. Education Week, 33(20), 6–7. http://www.edweek.org/ew/articles/2014/01/31/20snow.h33.html

    • Search Google Scholar
    • Export Citation

  • Mohebi, L., & Meda, L. (2021). Trainee teachers’ perceptions of online teaching during field experience with young children. Early Childhood Education Journal, 49(6), 1189–1198. https://doi.org/10.1007/s10643-021-01235-9

    • Search Google Scholar
    • Export Citation

  • Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. Organisation for Economic Co-operation and Development. http://repositorio.minedu.gob.pe/handle/20.500.12799/2522

    • Search Google Scholar
    • Export Citation

  • Nagle, J., Barbour, M. K., & LaBonte, R. (2021). Toggling between lockdowns: Canadian responses for continuity of learning in the 2020–21 school year. Canadian eLearning Network. https://4xs.add.myftpupload.com/wp-content/uploads/2021/08/canelearn-2020-21-school-year.pdf

    • Search Google Scholar
    • Export Citation

  • Nagle, J., Barbour, M. K., & LaBonte, R. (2020a). Documenting triage: Detailing the response of provinces and territories to emergency remote teaching. Canadian eLearning Network. https://drive.google.com/file/d/1FFme51pa8JW85TAxxMorOZ2DM-bgMBac/view

    • Search Google Scholar
    • Export Citation

  • Nagle, J., LaBonte, R., & Barbour, M. K. (2020b). A fall like no other: Between basics and preparing for an extended transition during turmoil. Canadian eLearning Network. https://drive.google.com/file/d/1dLgp90TyCLpRX0HRHfxxjptDR17JCnH8/view

    • Search Google Scholar
    • Export Citation

  • North American Council of Online Learning. (2007a). National standards for quality online courses. http://www.charterschooltools.org/tools/StandardsQualityOnlineCourses.pdf

    • Search Google Scholar
    • Export Citation

  • North American Council for Online Learning. (2007b). National standards for quality online teaching. http://www.charterschooltools.org/tools/StandardsQualityOnlineTeaching.pdf

    • Search Google Scholar
    • Export Citation

  • Pape, L., Adams, R., & Ribeiro, C. (2005). The virtual high school: Collaboration and online professional development. In Z. L. Berge & T. Clark (Eds.), Virtual schools: Planning for success (pp. 118–132). Teachers College Press.

    • Search Google Scholar
    • Export Citation

  • Powell, A., & Barbour, M. K. (2018). A case study of e-learning initiatives in Singapore’s secondary schools. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 631–648). ETC Press. https://figshare.com/articles/journal_contribution/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_/6686813

    • Search Google Scholar
    • Export Citation

  • Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432. https://doi.org/10.1080/01587919.2018.1476840

    • Search Google Scholar
    • Export Citation

  • Pulham, E., Graham, C., & Short, C. (2018). Generic vs. modality-specific competencies for K-12 online and blended teaching. Journal of Online Learning Research, 4(1), 33–52. https://www.learntechlib.org/p/182168/

    • Search Google Scholar
    • Export Citation

  • Reyes-Rojas, J., & Sánchez, J. (2022). How prepared was the world for emergency distance learning in K-12 education? A literature review. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies: Designing the learner and teacher experience (pp. 289–303). International Conference on Human-Computer Interaction.

    • Search Google Scholar
    • Export Citation

  • Rice, K., & Dawley, L. (2007). Going virtual! The status of professional development for K-12 online teachers. Boise State University.

  • Rice, K., Dawley, L., Gasell, C., & Florez, C. (2008). Going virtual! Unique needs and challenges of K-12 online teachers. Boise State University. https://aurora-institute.org/resource/going-virtual-unique-needs-and-challenges-of-k-12-online-teachers/

    • Search Google Scholar
    • Export Citation

  • Roblyer, M. D. (2005). Who plays well in the virtual sandbox? Characteristics of successful online students and teachers. SIGTel Bulletin, 2. http://web.archive.org/web/20060930130650/http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTel_Telelearning_/SIGTel_Bulletin2/Archive/2005_20067/2005_July_-_Roblyer.htm

    • Search Google Scholar
    • Export Citation

  • Roblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online school programs. Phi Delta Kappan, 88(1), 31–36.

    • Search Google Scholar
    • Export Citation

  • Roblyer, M. D., Blomeyer, R., & Rankins-Reed, R. (2006). Systematically designed online support for virtual school students: A theory into practice product. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of SITE 2006—Society for Information Technology & Teacher Education International Conference (pp. 521–527). Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/22091/

    • Search Google Scholar
    • Export Citation

  • Roblyer, M. D., & Davis, L. (2008). Predicting success for virtual school students: Putting research-based models into practice. Online Journal of Distance Learning Administration, 11(4), 1–9. https://ojdla.com/archive/winter114/roblyer114.pdf

    • Search Google Scholar
    • Export Citation

  • Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. American Journal of Distance Education, 22(2), 90–109. https://doi.org/10.1080/08923640802039040

    • Search Google Scholar
    • Export Citation

  • Roblyer, M. D., & Marshall, J. C. (2002–2003). Predicting success of virtual high school students: Preliminary results from an educational success prediction instrument. Journal of Research on Technology in Education, 35(2), 241–255. https://doi.org/10.1080/15391523.2002.10782384

    • Search Google Scholar
    • Export Citation

  • Rush, S. C., Partridge, A., & Wheeler, J. (2016). Implementing emergency online schools on the fly as a means of responding to school closures after disaster strikes. Journal of Educational Technology Systems, 45(2), 188–201.

    • Search Google Scholar
    • Export Citation

  • Samson, P. (2020). The coronavirus and class broadcasts. Educause Review. https://er.educause.edu/blogs/2020/3/the-coronavirus-and-class-broadcasts

    • Search Google Scholar
    • Export Citation

  • Schwartz, H. L., Ahmed, F., Leschitz, J. T., Uzicanin, A., & Uscher-Pines, L. (2020). Opportunities and challenges in using online learning to maintain continuity of instruction in K–12 schools in emergencies. Rand Corporation. https://www.rand.org/pubs/working_papers/WRA235-1.html

    • Search Google Scholar
    • Export Citation

  • Short, C. R., Graham, C. R., Holmes, T., Oviatt, L., & Bateman, H. (2021). Preparing teachers to teach in K-12 blended environments: A systematic mapping review of research trends, impact, and themes. TechTrends, 65(6), 993–1009. https://doi.org/10.1007/s11528-021-00626-4

    • Search Google Scholar
    • Export Citation

  • Siko, J. P. (2014). Testing the waters: An analysis of the student and parent experience in a secondary school’s first blended course offering. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 29(2). https://www.ijede.ca/index.php/jde/article/view/882

    • Search Google Scholar
    • Export Citation

  • Smith, B., Bridges, B., & Lewis, R. (2013). State review of online courses [Webinar]. International Association for K-12 Online Learning. https://aurora-institute.org/event/state-review-of-online-courses/

    • Search Google Scholar
    • Export Citation

  • Smith, R., Clark, T., & Blomeyer, R. (2005). A synthesis of new research on K-12 online learning. North Central Regional Educational Lab.

    • Search Google Scholar
    • Export Citation

  • Southern Region Education Board. (2006a). Standards for quality online teaching. https://www.sreb.org/publication/standards-quality-online-teaching

    • Search Google Scholar
    • Export Citation

  • Southern Region Education Board. (2006b). Standards for quality online courses.

  • Southern Region Education Board. (2006c) Checklist for evaluating online courses. https://www.sreb.org/publication/checklist-evaluating-online-courses

    • Search Google Scholar
    • Export Citation

  • Swetlik, Z., Graves, T., Hua, D. M., & Davison, C. B. (2015). Virtual learning strategies for lost instructional time. The CTE Journal, 3(2), 15–27. https://www.thectejournal.com/uploads/1/0/6/8/10686931/swetlik.pdf

    • Search Google Scholar
    • Export Citation

  • Te Kura. (2018). Who we are: Our history. https://www.tekura.school.nz/about-us/who-weare/our-history/

  • Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/primary/p/215995

    • Search Google Scholar
    • Export Citation

  • Ulker, N., & Bakioglu, A. (2018). An international research on the influence of accreditation on academic quality. Studies in Higher Education, 44(9), 1507–1518. https://doi.org/10.1080/03075079.2018.1445986

    • Search Google Scholar
    • Export Citation

  • U.S. Centers for Disease Control. (2006). Child care and preschool pandemic influenza planning checklist. https://www.cdc.gov/flu/pandemic-resources/pdf/child_care.pdf

    • Search Google Scholar
    • Export Citation

  • U.S. Department of Education. (2006). Pandemic flu: A planning guide for educators. https://www2.ed.gov/admins/lead/safety/emergencyplan/pandemic/planning-guide/planning-guide.pdf

    • Search Google Scholar
    • Export Citation

  • U.S. Department of Education. (2010). Transforming American education: Learning powered by technology. National Education Technology Plan 2010. https://files.eric.ed.gov/fulltext/ED512681.pdf

    • Search Google Scholar
    • Export Citation

  • U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. https://tech.ed.gov/netp/

    • Search Google Scholar
    • Export Citation

  • Virtual Learning Leadership Alliance and Quality Matters. (2019a). National standards for quality in online courses. https://www.nsqol.org/the-standards/quality-online-courses/

    • Search Google Scholar
    • Export Citation

  • Virtual Learning Leadership Alliance and Quality Matters. (2019b). National standards for quality in online teaching. https://www.nsqol.org/the-standards/quality-online-teaching/

    • Search Google Scholar
    • Export Citation

  • Virtual Learning Leadership Alliance and Quality Matters. (2019c). National standards for quality in online programs. https://www.nsqol.org/the-standards/quality-online-programs/

    • Search Google Scholar
    • Export Citation

  • Wang, Y. M., & Chen, V. D. T. (2006). Untangling the confounding perceptions regarding the stand-alone IT course. Journal of Educational Technology Systems, 35(2), 133–150. https://doi.org/10.2190/V16T-8612-6758-8K31

    • Search Google Scholar
    • Export Citation

  • Wicks, M., & Pape, L. (2009). National standards for quality online programs. International Association for K-12 Online Learning. https://aurora-institute.org/resource/inacol-national-standards-for-quality-online-programs/

    • Search Google Scholar
    • Export Citation

  • Yamashiro, K., & Zucker, A. (1999). An expert panel review of the quality of Virtual High School courses. SRI International.

  • Zhang, Y. (2007). Development and validation of an internet use attitude scale. Computers and Education, 49(2), 243–253. https://doi.org/10.1016/j.compedu.2005.05.005

    • Search Google Scholar
    • Export Citation

  • Zucker, A., & Kozma, R. (2003). The virtual high school: Teaching generation V. Teachers College Press.

Metrics

All Time Past 365 days Past 30 Days
Abstract Views 92 92 10
Full Text Views 3 3 0
PDF Views & Downloads 9 9 0