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Journal of Online Learning Research

December 2016 Volume 2, Number 3

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Table of Contents

Number of articles: 6

  1. Moving Forward and Moving On: Continuing the Mission of K-12 Online Education Research

    Leanna Archambault, Arizona State University, United States; Kathryn Kennedy, Michigan Virtual University, United States

    It is hard to believe that 2016 has come and gone, and with it, we wrap up the second volume of the Journal of Online Learning Research (JOLR). As Gretchen Rubin once observed, “The days are long, ... More

    pp. 201-203

  2. Effects of Educational Technology on Mathematics Achievement for K-12 Students in Utah

    Sarah Brasiel, Soojeong Jeong, Clarence Ames, Kevin Lawanto & Min Yuan, Utah State University, United States; Taylor Martin, O'Reilly Media, United States

    Teaching mathematics has long required the use of technology due many powerful affordances. More recently, education technology has been developed to support personalized learning through the use... More

    pp. 205-226

  3. Parents’ Perceptions of Teacher Support at a Cyber Charter High School

    Jered Borup & Mark Stevens, George Mason University, United States

    Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students’ reasons for failing an online course are complex and students ... More

    pp. 227-246

  4. An Analysis of the Curriculum Requirements for K-12 Online Teaching Endorsements in the U.S.

    Laura McAllister & Charles Graham, Brigham Young University, United States

    This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning... More

    pp. 247-282

  5. Professional Development Needs of Online Teachers

    Mamta Roy & Marius Boboc, Cleveland State University, United States

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for... More

    pp. 283-302

  6. Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States

    Leanna Archambault, Arizona State University, United States; Kathryn Kennedy, Michigan Virtual University, United States; Catharyn Shelton & Medha Dalal, Arizona State University, United States; Laura McAllister & Sabrina Huyett, Brigham Young University, United States

    Despite the call for a transformation of teacher education in the 21st century, surprisingly little has changed. This includes how the practical, hands-on component, known as a field experience is ... More

    pp. 303-326