The Realities of K-12 Virtual Education

In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school districts, as many as three out of every four public K-12 school districts responding reported offering full or partial online courses.There can be little question that virtual courses in certain areas (e.g., math, English, social studies) produce tested achievement results on a par with those of their conventionally taught counterparts. Nor is it debatable that more complex areas of the curriculum (e.g., the arts) are beyond the reach of these new arrangements. Nevertheless, the rapid growth of this new form of schooling raises questions of cost, funding, and variable quality that require the immediateattention of policymakers

Learner-centered social support: enhancing online distance education for underserved rural high school students in the United States

Over the past decade, federal programs in the United States have largely addressed the well-documented problem of differences in basic access to technology between rural schools and their suburban and urban counterparts. Consequently, rural schools are better able to prepare their students for post-secondary education and the workplace where digital literacy is essential. As technology access improves, online distance education (ODE) is seen as a solution to significant challenges faced by rural schools, including a lack of highly-qualified teachers and declining population. However, ODE has high attrition rates, partly because participants’ social needs are often neglected. Additionally, students' success depends on their abilities to engage in self-regulated learning, effective time management and self-reflection, skills that many high school students are still developing. This paper describes an experimental research study funded by the U.S. Department of Education, currently underway in rural high schools across the U.S. The research adds to a growing body of work that attempts to expand understanding of the digital divide. Increasingly, schools realise that this is no longer an issue of mere access to equipment; education technology projects should incorporate strategies that ensure the success of previously marginalised communities. Our intervention, based on the APA’s Learner- Centered Principles, involves training on-site facilitators to provide social support for students involved in ODE. Preliminary findings indicate that the intervention group has a significantly lower dropout rate

Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011

These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester

A Presuppositional Critique of Constructivism

Educational theories have roots. They have roots in broader philosophies, conceptions of the nature of reality, and the theories utilized in classrooms to teach have implications for broader society. The author takes a presuppostitional view and shows that all systems have most basic beliefs that are un-provable. So at the heart of any form of interpretive schema or paradigm is faith in that schema. The author discusses the role of theories of truth, how fact-constructivism embraces a relativist position that is self-refuting, and ultimately is untenable absent a suspension of laws of logic. The author argues in favor of revelation from God as axiomatic and demonstrates how logic can exist on that basis, whereas on a secular basis, philosophy cannot generate any True facts whatsoever. The author then looks at the educational theory of constructivism and examines the theory and practices it endorses it in light of the presuppositional critique and concludes that the relativistic nature of constructivism precludes it from being a philosophically acceptable approach for the Christian

The Second International Symposium on Tilapia in Aquaculture

Proceedings of the symposium held in 1987 in Bangkok, Thailand, by tilapia scientists to discuss strategies for future research and development in the tilapia industry worldwide. Contains 82 full papers, 17 poster abstracts and author and species indexes. The full papers were presented under 7 sessions: culture systems, management and production; pathology; genetics and reproduction; nutrition, physiology; biology and ecology; and economics and socioeconomics.Tilapia culture, Conferences

Blending and shaking : Chinese students’ perceptions of blended learning in a hospitality and tourism course

Best Refereed Paper Award of the conferenceRefereed conference paper2007-2008 > Academic research: refereed > Refereed conference paperOther VersionPublishe

Individual Factors and Successful Learning in a Hybrid Course

What personality factors make for a successful hybrid L2 learning experience? While previous studies have examined online learning in comparative terms (i.e. Which format is better: in class or hybrid?), this study examines certain personality and cognitive factors that might define the ideal hybrid language learner. All informants studied introductory Spanish with multimedia materials supported by synchronous chat (video, voice, text). Personality and cognitive traits were probed using the Big Five Inventory scale (BFI1) and the Shipley Institute of Living scale (SILS2), respectively. The results were correlated with course outcomes and learner preferences for online, chat, or in-class activities. Exit interviews were conducted with an eye to offering a richer understanding of how hybrid students viewed online learning. The quantitative data revealed that conscientiousness (per BFI) had a significant, positive correlation with final grades. Low-verbal learners (per SILS) registered a definite preference for working with online materials, as opposed to learning in class or chatting online. The results suggest that students who are conscientiousness learners perform well within the hybrid-learning environment; low-verbal learners, in particular, value the online materials which create the possibility to work online at one\u27s own pace

The Fit For and Interest in a Proposed Doctoral Program in Business Administration by Retirement-Eligible Military Commanders

From 1954 to 2003, a rapid expansion of colleges and universities offering doctoral degrees in Business Administration has occurred. This considerable growth, coupled with increasing business school faculty member retirements, have led to a national shortage of academically-qualified faculty members. This study was conducted to determine if retirement-eligible Air Force commanders would be a good fit for and interested in a proposed doctoral program in Business Administration. This proposed Doctor of Business Administration concept program was designed to enable these commanders to accept a faculty position in a school of business while completing their doctoral degree. This is accomplished through a combination of on-line classes and collaborative research conducted by the student under the mentoring of a professor at the university where the retired commander is employed. The commander works and collects the salary of an Assistant Professor while completing the proposed Doctor of Business Administration degree. A total of 36 retirement-eligible Air Force commanders completed a survey assessing their fit and interest in this concept program. The sample consisted of 31 Lieutenant Colonels and 5 Colonels who are or have been commanders in the United States Air Force. Of the 36 respondents, 5 were female and 31 were male. Six research questions were used to assess fit and interest in a proposed concept Doctor of Business Administration program. Fit was assessed by the ability to overcome two entry barriers (Monetary Cost of Program and Time Required to Complete Degree) and three completion barriers (Ability to Work With a Mentor, Availability of Program, and Ability to Support Self/Family) identified as reasons for the lack of obtaining a doctoral degree. The findings of this study revealed that retirement-eligible Air Force commanders felt they were a good fit for and were interested in the proposed concept program. With these findings, it was recommended that this program should be implemented as a way to increase doctoral-prepared faculty members at business schools across the country