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Welcome, Committee Members!

Welcome, Committee Members!. iNACOL Southeastern Regional Committee Webinar May 8 , 2014. Committee Chair Debi Crabtree CEO, Village Virtual LLC www.villagevirtual.com. Vice-Chair, Tara Rodriguez Kentucky Department of Education tara.rodriguez@education.ky.gov. Our Presenter.

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Welcome, Committee Members!

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  1. Welcome, Committee Members! iNACOL Southeastern Regional Committee Webinar May 8, 2014 Committee Chair Debi Crabtree CEO, Village Virtual LLC www.villagevirtual.com Vice-Chair, Tara Rodriguez Kentucky Department of Education tara.rodriguez@education.ky.gov

  2. Our Presenter Dr. JeredBorup Assistant Professor Learning Technologies in Schools George Mason University Fairfax, VA Holds a Ph.D. in Instructional Psychology and Technology from Brigham Young University and currently serves as an Assistant Professor in George Mason University’s Division of Learning Technologies. https://sites.google.com/site/jeredborup Today Dr. Borupwill be discussing how a fully online charter school in Utah has worked to support their online students, sharing a framework for examining support systems and how to use that framework to identify effective instructional strategies at Mountain Heights Academy (formerly the Open High School of Utah).  

  3. Providing Support to Adolescent Online Students Jered Borup George Mason University jborup@gmu.edu

  4. Integration of Online Learning in Schools Master’s/Certificate http://goo.gl/LMvTLV

  5. The Research Team Jered Borup Jeff Drysdale Charles Graham Richard West

  6. http://cmsimg.indystar.com/apps/pbcsi.dll/bilde?Site=BG&Date=20140214&Category=SPORTS&ArtNo=302140061&Ref=AR&MaxW=640&Border=0&q=80&NBA-All-Star-Celebrity-Game-2014-Arne-Duncan-gets-MVPhttp://cmsimg.indystar.com/apps/pbcsi.dll/bilde?Site=BG&Date=20140214&Category=SPORTS&ArtNo=302140061&Ref=AR&MaxW=640&Border=0&q=80&NBA-All-Star-Celebrity-Game-2014-Arne-Duncan-gets-MVP

  7. There are “groups of students that, despite recent progress, are achieving and graduating at lower rates.”--Sec. Arne Duncan Citation: http://www.huffingtonpost.com/arne-duncan/why-i-wear-80_b_4788503.html

  8. ?

  9. Growth of K-12 Online Learning 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), 105-132.

  10. Why do online students fail? • Low self-regulation and meta-cognitive abilities(Cavanaugh, 2007; Moore, 1993, 2007; Rice, 2006; Hartley & Bendixen, 2001) • Lack of student motivation (Murphy & Rodriguez-Manzanares, 2009) • Sense of isolation and lack of community (Song et al., 2004; Vonderwell, 2003) • Absence of personal interaction (Dziuban, Hartman, & Moskal, 2004) • Unclear instructions (Hara & Kling, 1999; Song, Singleton, Hill, & Koh, 2004)

  11. Why do online students fail? A lack of individualized support

  12. NCAA claimed that self-paced online courses with low levels of human interaction are not “academically sound” (Brown, 2010, para. 5).

  13. NCAA claimed that self-paced online courses with low levels of human interaction are not “academically sound” (Brown, 2010, para. 5).

  14. NCAA claimed that self-paced online courses with low levels of human interaction are not “academically sound” (Brown, 2010, para. 5). NCAA recently announced that it will no longer accept coursework from 24 virtual schools that use K12 Inc.

  15. Articles Focusing on Student Support Borup, J., Graham, C. R., & Drysdale, J. S. (in press). The nature of teacher engagement at an online high school. British Journal of Educational Technology, doi:10.1111/bjet.12089 Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The Adolescent Community of Engagement: A framework for research on adolescent online learning. Journal of Technology and Teacher Education, 22(1), 107–129. Drysdale, J. S., Graham, C. R., & Borup, J. (2014). An online high school “shepherding” program: Teacher roles and experiences mentoring online students. Journal of Technology & Teacher Education, 22(1), 9–32. Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of adolescent learner interaction in a virtual high school setting. Journal of Computer Assisted Learning, 29(2), 153–167. Borup, J., Graham, C. R., & Velasquez, A. (2013). Technology-mediated caring: Building relationships between students and instructors in online K-12 learning environments. In M. Newberry, A. Gallant, & P. Riley (Eds.), Advances on Teaching: Vol. 18. Emotions in school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (pp. 183–202). Bimgley, UK: EmeraldBooks. Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of parental interactions in an online charter school. American Journal of Distance Education, 27, 40–55. Velasquez, A., Graham, C. R., & Osguthorpe, R. D. (2013). Caring in a technology-mediated online high school context. Distance Education, 34(1), 97–118. Velasquez, A., Graham, C. R., & West, R. E. (2013). An investigation of practices and tools that enabled technology-mediated caring in an online high school. The International Review of Research in Open and Distance Learning, 14(5), 277–299.

  16. Articles Focusing on Student Support Borup, J., Graham, C. R., & Drysdale, J. S. (in press). The nature of teacher engagement at an online high school. British Journal of Educational Technology, doi:10.1111/bjet.12089 Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The Adolescent Community of Engagement: A framework for research on adolescent online learning. Journal of Technology and Teacher Education, 22(1), 107–129. Drysdale, J. S., Graham, C. R., & Borup, J. (2014). An online high school “shepherding” program: Teacher roles and experiences mentoring online students. Journal of Technology & Teacher Education, 22(1), 9–32. Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of adolescent learner interaction in a virtual high school setting. Journal of Computer Assisted Learning, 29(2), 153–167. Borup, J., Graham, C. R., & Velasquez, A. (2013). Technology-mediated caring: Building relationships between students and instructors in online K-12 learning environments. In M. Newberry, A. Gallant, & P. Riley (Eds.), Advances on Teaching: Vol. 18. Emotions in school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (pp. 183–202). Bimgley, UK: EmeraldBooks. Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of parental interactions in an online charter school. American Journal of Distance Education, 27, 40–55. Velasquez, A., Graham, C. R., & Osguthorpe, R. D. (2013). Caring in a technology-mediated online high school context. Distance Education, 34(1), 97–118. Velasquez, A., Graham, C. R., & West, R. E. (2013). An investigation of practices and tools that enabled technology-mediated caring in an online high school. The International Review of Research in Open and Distance Learning, 14(5), 277–299.

  17. The Adolescent Community of Engagement Framework: A Lens for Research on Adolescent Online Learning Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The Adolescent Community of Engagement: A framework for research on adolescent online learning. Journal of Technology and Teacher Education, 22(1), 107–129.

  18. Benefits of a Theoretical Framework • Little research has examined adolescent student engagement in online learning environments • Rice (2006) stated that the lack of research is due in part to the absence of a “theoretical rational.”

  19. Benefits of a Theoretical Framework • Mishra and Koehler (2006) explained that a framework can guide researchers’ focus to what is important and to ignore the insignificant. • Frameworks benefit the community by “focusing perspective, revealing knowledge and suggesting alternatives” (Garrison, 2000, p.3).

  20. Existing Frameworks

  21. Adolescent Community of Engagement (ACE) Framework

  22. Adolescent Community of Engagement (ACE) Framework • Student engagement • Teacher engagement • Parent engagement • Peer engagement

  23. Adolescent Student Engagement

  24. Student Engagement Behavioral

  25. Student Engagement Behavioral Cognitive

  26. Student Engagement Affective Behavioral Cognitive

  27. ABCs of Engagement Affective Behavioral Cognitive

  28. Adolescent Community of Engagement (ACE) Student Engagement

  29. Adolescent Community of Engagement (ACE) Parent Engagement Student Engagement High Low

  30. Adolescent Community of Engagement (ACE) Parent Engagement Student Engagement High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing

  31. Adolescent Community of Engagement (ACE) Parent Engagement Student Engagement High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing

  32. Adolescent Community of Engagement (ACE) Teacher Engagement High Low Parent Engagement Student Engagement High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing

  33. Adolescent Community of Engagement (ACE) Teacher Engagement • Facilitating interaction • Nurturing • Monitoring and Motivating • Encouraging communication • Organizing and Designing • Instructing High Low Parent Engagement Student Engagement High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing

  34. Adolescent Community of Engagement (ACE) Teacher Engagement • Facilitating interaction • Nurturing • Monitoring and Motivating • Encouraging communication • Organizing and Designing • Instructing High Low Parent Engagement Student Engagement High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing

  35. Adolescent Community of Engagement (ACE) Teacher Engagement • Facilitating interaction • Nurturing • Monitoring and Motivating • Encouraging communication • Organizing and Designing • Instructing High Low Peer Engagement Parent Engagement Student Engagement Low High High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing

  36. Adolescent Community of Engagement (ACE) Teacher Engagement • Facilitating interaction • Nurturing • Monitoring and Motivating • Encouraging communication • Organizing and Designing • Instructing High Low Peer Engagement Parent Engagement Student Engagement Low High High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing • Instructing and collaborating • Motivating

  37. Adolescent Community of Engagement (ACE) Teacher Engagement • Facilitating interaction • Nurturing • Monitoring and Motivating • Encouraging communication • Organizing and Designing • Instructing High Low Peer Engagement Parent Engagement Student Engagement Low High High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing • Instructing and collaborating • Motivating

  38. Adolescent Community of Engagement (ACE) • Social Presence and Modeling: Enabling Elements • “the degree that a person is perceived as a ‘real person’ in mediated communication” (Gunawardena, 1995, p. 151). • In an online environment, all learner-instructor, learner-learner, and parent-instructor interactions are mediated through some form of technology.

  39. Adolescent Community of Engagement (ACE) Teacher Engagement • Facilitating interaction • Nurturing • Monitoring and Motivating • Encouraging communication • Organizing and Designing • Instructing High Low Peer Engagement Parent Engagement Student Engagement Low High High Low • Facilitating interaction • Nurturing • Monitoring and Motivating • Volunteering • Organizing • Instructing • Instructing and collaborating • Motivating

  40. The Nature of Online Teacher Engagement at the Open High School of Utah Borup, J., Graham, C. R., & Drysdale, J. S. (in press). The nature of teacher engagement at an online high school. British Journal of Educational Technology, doi:10.1111/bjet.12089

  41. Teacher Practice • F2F teacher practice significantly impacts student success (Rivkin, Hanushek, & Kain, 2005; Slater, Davies, & Burgess, 2011). • Murphy and Rodriguez-Manzanares (2009) explained that Garrison et al.’s (2000) Community of Inquiry (CoI) framework may provide insights.

  42. The Community of Inquiry http://www.uwb.edu/getattachment/learningtech/elearning/hybrid-learning/faculty-hybrid/hybrid-intro/coi-presentation-diagram.jpg

  43. Teaching Presence Components • Designing and Organizing • Instructing • Facilitating Discourse

  44. Teaching Presence Components • Designing and Organizing • Instructing • Facilitating Discourse • These components were identifiedin a content analysis of online discussion boards.

  45. Teaching Presence Components • Designing and Organizing • Instructing • Facilitating Discourse Anderson et al. (2001) invited other researchers to extend these components to other aspects of teaching.

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