This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.
This article presents a multiple-case study that investigated six different cases of exemplary online teachers and their teaching contexts within a large research university. The findings reveal common exemplary online teaching practices and suggest recommendations for supporting and nurturing successful online teaching in higher education institutions.
This article describes the innovative methodology underpinning a collaboration between university researchers and teachers working together to analyze and develop theory and practice concerning classroom dialogue in the context of technology use. Implications for wider use and adaptation of our coinquiry process and the substantive outcomes are also discussed.
In this article, the author uses the qualitative method of portraiture to explore the tension between the promises and perils associated with digital media in the context of one college student’s daily experiences. The author considers the developmental and social implications of growing up in a digital era, as well as opportunities for educational intervention.
The study was of a digital storytelling project with a group of families in North Yorkshire. The study explored meaning-making practices across generations using a number of multimodal tools, including drawing, writing, digital audio, still photographs, and moving image media.
This chapter explores the implications of the new digital media for communicating and representing meaning. The chapter discusses the possible pedagogical responses to this changing context, with particular reference to the work of teachers participating in the Learning by Design project.
In this chapter, the concept of multimodal selves is used to explore the literacies of adolescents as researched within the context of two ethnographic studies. Following a discussion of the multimediated terrains of adolescents’ literacies, the chapter concludes with questions for further consideration that emerge from a critical engagement with multimodality in designing literacy pedagogy.
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.
This chapter addresses how online multimodal literacy practices are both filtered through and used by popular culture. Through a combination of textual analysis and interviews with first-year university students, the chapter illustrates the intersections of multimodal literacies and popular culture and discusses how they are shaping the ways that identities are constructed and performed in and out of the literacy classroom.
This chapter examines intertextual meaning-making across and within virtual and real video game environments, looking to observational and interview data of middle and high school students to illustrate the conflation of real and virtual experiences. The discussion of the associative I/identity helps to distinguish and clarify the interconnected nature of on- and offscreen situated practices that promote meaningful learning
The language adolescents use in digital spaces often does not adhere to standard written English. Rather, teens experiment in their writing, and the result is digitalk, a complex and fascinating combination of written and conversational languages. This study explores the use of digitalk as an expression of individual identity within a community of norms.
This study presents an exploratory, comparative case study of three cyber charter schools. The case analyses introduce new insights concerning educational policy for cyber schools in the areas of authorizers and governance, teacher policy, and student achievement.
In this interpretative case study, we examine one prospective science teacher’s reflective practices during an online content literacy course as this teacher struggles to merge the teaching of skills-based instruction (reading) with concept-based instruction (science). In the process, we examine how the discourses emerging from the online content literacy course contradict yet also help to shape the prospective science teacher’s emerging professional identity.
This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a cognitive structure (content) based in relations of ideas and concepts. We propose developing an online interactive system whereby the vast array of available knowledge artifacts can be mined for information reflective of these networks, and which can be visualized, measured, and explored over time. Building on the ideas of online communities, network visualizations, e-commerce, and advanced search engines, Scholar Practitioner Information Networks for Education (SPINE) not only facilitates access to education information resources, but also allows the community to view multiple sources of information in a relational context.
This article calls for the creation of a subdiscipline within the field of education entitled education informatics. Education informatics is the application of technology to discovering and communicating education information.
Open access is a mode of publication that limits or removes payments, fees, licensing, or other typical requirements for access to research publications or related materials. This article describes open access in more detail, examines its impact on the field of education research, and identifies information management problems that may currently inhibit adoption.
This concluding article identifies the numerous policy implications of education informatics that are revealed by the other articles in this issue. The design of information systems, the advancement of education informatics, and strategies for anchoring it in within constantly changing technologies are discussed.
This paper introduces the special issue.
This mixed-methods study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.
This article presents findings from a qualitative synthesis study that examines faculty experiences with online learning.
The article describes three ways in which students’ ready engagement in, and quick learning when playing, electronic games have been assumed to provide useful guidance to educators. The authors argue that the least commonly used mode of inference from gaming to education is the only one to hold out significant promise.
This article describes and reflects on a collaboration between practitioners and researchers engaged in analyzing video recordings of classroom practice through applying and recontextualizing key constructs from sociocultural theory.
The article proposes the development of a massive, goal-focused information resource, called a pedagogic information system (APIS), for teachers in critical courses. An APIS is seen as a loosely organized, highly redundant collection, in polymorphic digital forms, of explanations, demonstrations, simulations, interactive exercises, problems, examples, elaborations, and integrative expositions, as well as a deep, searchable information base.
The previous chapters in Section Three dealt with the general patterns or traditions that humans employ to perceive and organize various facets of the human condition. In this chapter Ursula Franklin argues that all of these attempts are challenged by new computer-based technologies that influence the process of making generalities by changing our sense of time and space.
This article analyzes the information literacy and research practices in 10 California and Maine K–12 schools with one-to-one laptop programs. The article demonstrates the extensive benefits of wireless laptops for facilitating student research but also demonstrates how social context shapes approaches to information literacy in the laptop classroom.
Although it is clear that efforts to align teaching and learning to the
new affordances of information and communication technologies (ICT)
are necessary in order to realize their full pedagogical potential, such
reform efforts are extremely challenging, particularly for the teachers
and teacher educators who must implement them.
This chapter attempts to answer the question: If we were to redesign
education not to make historic models of schooling more efficient, but
instead to prepare students for the 21st century—simultaneously transforming
teaching in light of our current knowledge about the mind—
what types of learning environments might sophisticated ICT enable us
The goal of this chapter is to report key results from this research (which at this time has not yet been published) and to draw conclusions from the data that documents the differences between students’ and professors’ use of and attitudes toward Internet technologies, along with the potential impact of these
Our goal in this chapter is to suggest a strategy for exploring the
issues surrounding the preparation of teachers to integrate technology
effectively in classrooms to support learning. We do so in the context
of our What Works and Why (WWW) project, a multiyear research
project that is attempting to examine the instructional and learning
experiences of students in eight major teacher preparation programs.
Attempts to integrate ICT into the classroom are influenced by such
things as the availability of the necessary technology infrastructure,
support for teachers, accessible change models, teachers’ practices, curriculum
constraints, assessment practices, education policies, and professional