Why do we need to examine a research base in K-20 online learning? Online learning is transforming teaching, providing new instructional delivery models, and expanding access to education. Effective online instructional practices are increasingly supported by a growing evidence base that shows how various programs, courses, and instructional models can improve learning, increase student engagement, and catalyze innovation in education. This special issue offers a range of studies that contribute to an evidence-based framework to sustain further innovation in online teaching and learning.
In the first article of this special issue, Susan Lowes explores the transformation of both the teacher and the courses he or she teaches that can occur when a teacher moves between face-to-face and online environments. Based on a survey of 215 Virtual High School teachers, Lowes focuses her article on the “trans-classroom” teacher who works in both face-to-face and online classrooms and attempts to track how such teachers make shifts in ideas, strategies, and practices that constrain or improve their practice in either venue.
Aquí tenéis el índice:
- This Issue’s Articles
- Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
- Let Me Learn with My Peers Online!: Foreign Language Learning Through Reciprocal Peer Tutoring
- Learning at a Distance: Engaged or Not?
- When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
- V-Learning: How Gaming and Avatars are Engaging Online Students
- Experiential Work-Integrated Online Learning: Insights from an Established UK Higher Education Program
- Perspective on Certainty-Based Marking: An Interview with Tony Gardner-Medwin