School libraries and COVID-19 study

 Arkansas school librarians were surveyed about their efforts during and after COVID-19. Questions addressed planning and implementation, skills that supported online learning, and concerns. The survey revealed that librarians wanted to help their schools pivot to online learning, and found several ways to insert themselves into the school's structure (e.g., resources and professional development) through their specialized knowledge and skills relative to curriculum, technology, online resources, and online education.

Wake, D., Hu, H., & Shaw, E. (2023). School librarians creating space for connection and collaboration. Knowledge Quest, 51(5), 50-55.

Online vs F2F learning and stress study

 High-school students who have at least some amount of in-classroom learning are less likely to report stress and worry than their peers who are learning fully online, according to a recent study. The survey of 10,000 students at 12 high schools also found that remote students were more likely to worry about their grades and less likely to have an adult to speak with about a personal issue.

Challenge Success and NBC News. (2021). Kids under pressure. Challenge Success.

https://www.challengesuccess.org/wp-content/uploads/2021/02/CS-NBC-Study-Kids-Under-Pressure-PUBLISHED.pdf

Teacher online presence research

The science behind engaging students via instructional videos is complicated, according to findings by researchers. Their findings show that when these visuals are used effectively, it can drive student engagement, but in some cases it could be distracting. While students reported higher engagement when the instructor looked at the camera than when they didn’t, the transparent whiteboard wasn’t always the most effective. Stull says that it seems that actually seeing the teacher’s face the whole time may have distracted attention away from the words and drawings on the transparent whiteboard.

Stull, A. T., Fiorella, L., & Mayer, R. E. (2020). The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000650

Digital literacy and online learning

 Digital literacy skills among students and their parents were often lacking during remote learning in the spring, according to a survey of more than 700 teachers in 40 states. Data showed students and parents often have the skills to consume technology but not to create with it, such as using Google Docs to collaborate and joining Zoom calls.

Pacheco-Guffrey, H. (2020). https://www.edsurge.com/news/2020-10-01-sudden-shift-to-online-learning-revealed-gaps-in-digital-literacy-study-finds

Student motivation during COVID-19 survey

 During coronavirus-related school closures in the spring, students' ability to motivate themselves to complete schoolwork varied by age, with 57% of fifth-graders saying they were able to stay motivated compared with 26% of 12th-graders, a survey finds. Distractions at home were the most common reason students cited for lack of motivation, followed by feeling stressed or depressed. 

Large numbers were able to navigate the mechanics of accessing and turning in their schoolwork (87 percent and 79 percent, respectively). Nearly six in 10 (57 percent) said they spent more time than usual on activities they enjoyed. And half reported that they were able to focus on their learning.

But remote learning didn't always result in a lot of learning. Challenges were especially high for low-income and Latinx students, who cited lack of ready access to the internet and computing devices more than other groups of students. Also, female students and those who identify in a way other than male or female reported struggling more with mental health and well-being (57 percent and 70 percent, in order) more than male students (38 percent).

Students weigh in: Learning & well-being during COVID-19. (2020). San Francisco, CA: YouthTruth. https://youthtruthsurvey.org/students-weigh-in/#studentvoice

Update on Online Learning

Key findings of the Keeping Pace research include:

-       New online programs are being developed every year, and the total number of online programs is increasing quickly.

-       Myriad types of programs exist, mixing and matching among variables that include type of governance (state-led, charter, district, etc.); amount of instruction online (fully online, hybrid); course types; student types; geographic reach; and other variables.

-       Promising practices, with demonstrated success, are being developed in teacher professional development, teacher management, communication between teachers and students, data management, course development, and other areas of practice.

-       A small number of programs have attracted attention from policymakers due to questions about finances, quality, and ways in which the programs adhere to existing laws and regulations. There has been increased scrutiny of online programs, particularly full-time programs, in a few states, and programs that do not adhere to quality standards risk creating a backlash that could impair all online programs.

-       Data to evaluate online programs against face-to-face education are lacking, in part because of shortcomings of state data systems and in part because online student populations are at most only 1-2% of the total.

Watson, J., & Ryan, J. (2007). Keeping pace with k – 12 online learning: A review of state-level policy and practice. United States: Clark County School District, Texas Education Agency, Florida Virtual School, Illinois Virtual High School, Connections Academy, Virtual High School, Odyssey Charter Schools, AT&T, & North American Council for Online Learning. https://files.eric.ed.gov/fulltext/ED535913.pdf

Research: Learning Is No Spectator Sport

MOOCs that rely primarily on people watching lectures may be missing an opportunity to help their students learn even more by adding interactive activities. Recent research into massive open online courses suggests that students do six times better in the course by "extra doing."

Abstract:
The printing press long ago and the computer today have made widespread access to information possible. Learning theorists have suggested, however, that mere information is a poor way to learn. Instead, more effective learning comes through doing. While the most popularized element of today's MOOCs are the video lectures, many MOOCs also include interactive activities that can afford learning by doing. This paper explores the learning benefits of the use of informational assets (e.g., videos and text) in MOOCs, versus the learning by doing opportunities that interactive activities provide. We find that students doing more activities learn more than students watching more videos or reading more pages. We estimate the learning benefit from extra doing (1 SD increase) to be more than six times that of extra watching or reading. Our data, from a psychology MOOC, is correlational in character, however we employ causal inference mechanisms to lend support for the claim that the associations we find are causal.

Koedinger, K., Kim, J., Jia, J., Mclaughlin, E., & Bier, N. (2015). Learning is Not a Spectator Sport. Proceedings of the Second (2015) ACM Conference on Learning @ Scale - L@S '15. Retrieved from http://dl.acm.org/citation.cfm?id=2724681

OpenEd Assesses 'Most Effective' Online Learning Resources

Animated flashcards and sub-two-minute videos turn out to be the most effective online resources for K-12 against all other common options. That's the finding determined by OpenEd, which recently studied the data generated from the results of assessments given to students who used its free online resources for educational purposes. The company examined the average "effectiveness" of its online instructional resources. That was defined by how well students performed on an assessment covering the same subject or standard category after viewing the resource.

Schaffhauser, D. (2015, September 23). OpenEd Assesses 'Most Effective' Online Learning Resources. The Journal. Retrieved from https://thejournal.com/articles/2015/09/23/opened-assesses-most-effective-online-learning-resources.aspx


Paper cited can be accessed at https://dl.dropboxusercontent.com/u/9002954/ResourceEffectiveness.pdf

Personalizing the classroom report

This report focuses on how today’s educators are personalizing the learning process for students. The ways that educators are personalizing learning centers around their own experiences with online learning, socially-based media and digital content. The key questions being addressed in this report include:

• What are educators’ experiences with online learning?
• How does it inform their perspectives on student learning?
• What policies and practices are administrators considering around the “Bring Your Own Technology” movement?
• How do we transform the classroom from a “one size fits all” model to a truly individualized learning experience for students?

Some key findings include:More than half of the teachers and principals (52 percent) said they have taken an online class for training purposes and almost two-thirds of district level administrators as well.
40% of teachers, and 50% of Principals use online professional learning communities.
Administrators see technology as a solution to decreased district budgets.
Educators increasingly recognize the value of incorporating digital content into their schools and classrooms.
Speak Up. (2012). Personalizing the Classroom Experience – Teachers, Librarians and Administrators Connects the Dots with Digital Learning. Irvine, CA: Project Tomorrow.
http://www.tomorrow.org/speakup/SU11_PersonalizedClassroom_EducatorsReport.html

Project-based Learning Focuses on Internet

The plan is different in each district, but common elements are a focus on science, technology, engineering and math (STEM) and project-based learning - instruction that introduces projects at the start as a vehicle for instruction, as opposed to a culminating exercise at the end of a lesson. In a project-based learning situation, everything students learn is connected to a group project about a real-world problem or question. They work with classmates, researching online. Teachers stay out of it until they're needed. It's designed to be more engaging and relevant. It's a concept participants say will get students and the communities excited about their local schools. It also aspires to take advantage of technology to bring the best possible instruction to schools that often struggle to hire qualified teachers. If they succeed, the schools will be held up as models for rural schools throughout South Dakota.

Josh Verges, Argus Leader, 2011

http://www.argusleader.com/article/20110724/NEWS/107240324/Four-rural-S-D-schools-let-students-run-show

Online Schools turn to Hybrid Instruction

In just one decade, virtual learning has exploded, with two massive statewide full-time virtual schools in Florida and North Carolina, and more on the way. As online learning is taking off, new research is finding that it may not be the most effective way to teach children, and virtual companies have begun to see that a purely virtual approach has its limits. A key report put out by the U.S. Department of Education in September 2010 demonstrated that a blend of face-to-face instruction and online learning produced the greatest academic gains. Now, not only are traditional schools looking for more online options, but virtual schools in turn are adding bits of brick and mortar to their offerings. Once purely virtual schools—sometimes referred to as 'clicks'—are adding bricks in a variety of ways, Horn says. Some have added check-in centers where students can come by once a week to meet with peers and teachers. Others are moving to a type of hybrid model, with some online instruction with virtual teachers coupled with mentors and in-person teachers who rotate through a building, pulling students out for small group instruction, remediation, or acceleration.
BRIGID SCHULTE, Harvard Education Letter, 2011
http://www.hepg.org/hel/article/506

Learning in the 21st Century: 2011 Trends Update

Among its findings, the "Learning in the 21st Century: 2011 Trends Update" reports that two in five students believe online classes are an essential component to education, and that administrators' concerns about funding online courses are (slowly) fading, while concerns about evaluating quality of online courses is rising. But while the proportion of high school students who had taken an online course as of last fall tripled from the fall of 2008, from 10 to 30 percent, only about 26 percent teachers surveyed expressed interest in diving into online teaching if they hadn't already done so. The findings come from a survey of nearly 400,000 students, educators, and parents conducted last fall.
2011, Education Week, http://blogs.edweek.org/edweek/DigitalEducation/2011/06/students_speak_up_for_online_l.html

2010 Speak Up National Report

Many parents are in favor of using students' own mobile devices in the classroom, though many school administrators are still resistant to the idea, a national survey found. The researchers also found increasing support among parents for online learning and digital textbooks, and frustration among students who want more access to Internet sites that are being blocked by schools. The survey revealed that students want more interactivity and collaboration in their studies, and parents are much more accepting of online learning than they were just a few years ago—but there are still many gaps in how students and their parents view educational technology and how educators view ed tech.

Speak Up National Report, 2010, PDF Link here

evaluting online tutorials in universities study

The effective integration of current technologies in teaching and research is a high priority for today’s universities. To support the technology skills of university faculty, staff, and students, the subject university’s office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from a professional vendor, PBJ (pseudonym). Despite significant financial investment, the effectiveness of these tutorials has never been evaluated. The purpose of this study was to evaluate the effectiveness of PBJ online technology training tutorials in supporting the technology skills development of faculty, staff, and students at a large university. A customized Web-based survey was used to collect quantitative and qualitative data from PBJ users. Findings revealed that PBJ users are largely satisfied with this online learning resource. However, users also recommended improvements: providing alternative formats/media for flexibility in learning; offering more practice opportunities to skill-build; providing content that is current, comprehensive, and targets high-need areas; and resolving usability issues such as cumbersome navigation. In sum, findings resulted in practical recommendations for improvement to this facet of the university’s technology support strategy as well as insights for other universities engaged in similar efforts. Implications for effective e-learning evaluation are offered.
International Journal on E-Learning, 2011, Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance
http://www.editlib.org/f/33278

college students and technology study

Survey shows college students favor technology-infused education
Many college students say more technology is needed on campus to help them balance the demands of school and jobs, a national survey found. The study, by the education group looked at how students manage busy schedules that include academics, jobs and extracurricular activities. The study then recommended more online options for classes, textbooks and projects.

The study, which included 751 students and 201 educators from colleges and universities across the country, examined how students handle hectic schedules that include full-time course loads, jobs, and extracurricular activities. The survey results were indicative of nontraditional students who find time before or after work to take classes and earn a college degree. Enrollment in online educational programs has skyrocketed in the past two years – especially at community colleges — as millions of adults return to school during the country’s economic downturn.

Eduventures. (2010). Instructors and Students: Technology Use, Engagement and Learning Outcomes.
Cengage Learning.
http://www.cengage.com/press/release/20100407.html

Online learning study

The U. S. Department of Education's conducted a meta-analysis of over 1000 empirically-based practices in online learning from 1996 to 2008. Major findings include:
* Blended and online conditions result in similar learning performance.
* Video and online quizzes do not impact student learning.
* Learning is enhanced when learners can control their interaction with media, and reflect.
* Group guidance is not as effective and individual guidance.
US Dept. of Education. (2010). Evaluation of evidence-based practices in online learning.
http://www.ed.gov/about/offices/list/opepd/ppss/reports.html

Teen Online Time study

America's youth are developing important social and technical skills online, often in ways adults do not understand or value. While adults often view online activity as risky or an unproductive distraction, youth understand the social value of online activity and are generally highly motivated to participate. By participating online, young people are learning basic social and technical skills that they need to fully participate in modern society and are able to connect with individuals in different locations and of different ages who share their interests, making it possible to pursue interests that might not be popular with or valued by their local peer groups.
The report also found that online media, messages, and profiles that young people post can travel beyond expected audiences and are often difficult to eradicate after the fact. The rapid pace of change online may also present challenges for both adults and young people as they struggle to keep up with technology and related developments.

“New Study Shows Time Spent Online Important for Teen Development.” John D. and Catherine T. MacArthur Foundation.
http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098-E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF

Online learning study

Online learning growth and needs
30 states now offer state-led online learning programs or initiatives, 42 states have either supplemental of full-time online learning programs for K12. More oversight is needed is this trend increases because some programs do not adhere to high-quality standards. Furthermore, programs need to be accessible for all, and require teacher training.
North American Council for Online Learning. (2007). Keeping pace with K-12 online learning. Vienna, VA: Author.
http://www.nacol.org/docs/KeepingPace07-color.pdf

Online learning study

K12 Online learning grows
More than 40 states have official K-12 online-learning programs, and in almost half those programs student enrollments are growing at a rate of 25 percent annually, says a study by a team of educational institutions. The report also says that 59 percent of online-learning programs operate in most of the school districts within a state. The data for the report are based on 82 Web surveys completed by the members of various online-learning programs and on interviews with state education agencies.
Evergreen consulting Associates. (2007). Keeping pace with K-12 online learning. Vienna, VA: North American Council for Online Learning.
http://www.nacol.org/docs/KeepingPace07-color.pdf

Online learning study

Reports reveal online learning's successes, needs
Online learning continues to grow at a rapid pace, with 30 states--six more
than last year--now offering state-led programs or initiatives, according to
the latest report from the North American Council for Online Learning
(NACOL). But the group warns that more oversight of online learning programs
is needed if this growth is to continue, and it urges administrators to make
sure their online courses are equally accessible to all students.
http://www.nacol.org/docs/KeepingPace07-color.pdf