Monthly Archives: June 2020

The Administration of Online Programs in Statewide Systems: A Case Study of The University System of New Hampshire

Chris L. LaBelle
Colorado State University
chris.labelle@colostate.edu

Patrick R. Lowenthal
Boise State University
patricklowenthal@boisestate.edu

Kerry Rice
Boise State University
krice@boisestate.edu

Abstract

As enrollments in postsecondary online programs have grown, many institutions have pursued a more centralized business model that consolidates their online programming under a single executive leader, a statewide system office, or a coalition of institutions that have merged operations and assets. In this study, the researchers used an exploratory case study design–using both surveys and interviews–to investigate how online programs are administered at four institutions in the University System of New Hampshire (USNH). Several findings emerged from the data. First, participants struggled finding a common vocabulary when talking about online programs and the potential benefits of system-level collaboration; second, administrators frequently prioritized their local program tasks over system-wide collaboration; and third, although there was not a strategic plan in place to help institutions collaborate, participants agreed that such a plan would be valuable.

Full Article

Call for Articles on COVID-19 – Special Issue of Online Learning

The Editors of the Online Learning journal wish to invite researchers to publish in a special issue devoted to the lessons learned about online learning from the COVD-19 crisis, including the challenges faced by teachers and students in the unexpected transition to distance learning, institutional or community supports which helped teachers and students successfully adapt to online learning, and insights to apply as educators move forward with online learning (in both “emergency” and “business as usual” contexts).

Online Learning (OLJ) is the Online Learning Consortium’s (OLC) scholarly journal providing readers with rigorous peer-reviewed research in a variety of educational contexts from K-12 to higher education in the United States and internationally. The journal is currently engaged in an extended effort to further develop quality and rigor in systematic inquiry in online learning in support of the larger mission of the Online Learning Consortium.  OLC is the leading professional organization devoted to advancing quality online learning by providing professional development, instruction, best practice publications, and guidance to educators, online learning professionals, and organizations around the world.

About the Special Issue: Topics for the special issue include but are not limited to research on:

  • Instructor or learner readiness for emergency transition
  • Teacher education or professional development to support emergency transition
  • Assessing challenges and successes of the transition
  • Technologies that impacted the success of transition
  • Non-academic factors that impacted the success of transition
  • Maintaining social, teaching, or cognitive presence in a time of emergency
  • Learner achievement, satisfaction, and retention in a time of emergency
  • Designing for culturally-diverse learners in a time of emergency
  • The distinction between planned versus emergency-transition online courses
  • How emergencies provide lessons for “business as usual” online learning
  • How “business as usual” online learning best practices can inform planning and preparation for future emergencies

Qualitative, quantitative, and mixed methods research articles (including systematic reviews) are welcome.

Submission Guidelines
To notify us of your intent to submit, please send your abstract for review to Shanna Jaggars, jaggars.2 at osu.edu

Invited authors will submit full manuscripts through the Open Journal System (OJS), the OLC journal system. When submitting be sure you select section corresponding to the Special Issue on COVID-19

Author Guidelines include general APA Style 6th or 7th edition except for the single-spacing requirement. Papers should be about 6,000-8,000 words. The Guide for Authors can be found here: http://onlinelearningconsortium.org/read/guide-authors/

For detailed assistance with APA style, refer to Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/560/01/

Please note that contributors will also be requested to serve as reviewers for this project.

Preliminary Timeline:

  • Indicate intention to submit to Special Issue by July 10th (Send author information, contact details, and abstract to Shanna Jaggars)
  • Invited authors notified by July 24th
  • Submit full manuscript through the OLC journal system by September 18th
  • Manuscripts sent out for review between September 21-23rd
  • Return reviews to editors on October 9th
  • Feedback from special issue editors by October 23rd
  • Return revised articles to editors by November 20th
  • Additional revisions as requested (date TBD)
  • Send manuscripts for copyediting on December 18th (absolute last day to be included)
  • Special Issue published March 2021 (anticipated)

 *Final acceptance notifications will not be delivered until after revised manuscripts have been submitted.

Special Issue Editors
Dr. Shanna Jaggars

special.issue@onlinelearning-c.org

Call for papers — Emergency Remote Education: methodological, technological, organizational and policy issues

IJET invites authors to submit contributions that can deepen our knowledge about issues of a methodological, technological, organisational or policy nature (as well as combinations thereof) that are related to what has been termed “Emergency Remote Education (ERE)” (Williamson, Eynon, & Potter, 2020) or “Emergency Remote Teaching (ERT)” (Hodges et al, 2020). These contributions may investigate the effects on society, educational systems and institutions, and put forward proposals on how we can better address similar challenges in future. Some experts claim that emergency education models may be treated as “prototypes for education systems to emulate far beyond the pandemic” (Williamson, Eynon, & Potter, 2020; 109). Seen in this light, we consider the term “emergency” in the broad sense, not merely restricted to the COVID-19 pandemic, and look forward to receiving submissions that present findings which either support that position or call it into question.

Topics of Interest

The Italian Journal of Educational Technology invites researchers and experts in the field to submit contributions related to one or more of the following themes:

  • Methodological approaches for Emergency Remote Education (ERE)
    • Assessment approaches for ERE
    • Inclusion and exclusion issues related to ERE
    • Learning and teaching dynamics before, during and after ERE
    • Self-Regulated Learning in ERE
    • Formal and informal learning in ERE
    • Emotional and psychological aspects of ERE
    • Responsible Research and Innovation in times of ERE
  • Technological environments for ERE
    • Schools’ technological infrastructures for ERE
    • Higher Education preparedness for ERE
    • Portable devices and ERE
    • Role of social media in ERE
    • Learners’ and educators’ data use during and beyond ERE
  • Organization and policies of ERE
    • School organization and policies for ERE
    • Higher Education organization and policies for ERE
    • ERE logistics
    • ERE legacy

Contributions of the following types are welcomed:

  • Theoretical articles (about 6,500 words)
  • Research articles (about 6,500 words)
  • Reviews of the literature (about 6,500 words)

Contributors should make their submissions by September 30th, 2020, through the journal website, after registering as an author. Upon submission, please mention this call for papers in the field “Comments for the editors”. Papers should be formatted according to the author guidelines. All contributions are subject to a double blind peer review process. Publication is expected in July 2021.

For further information about this special issue, please contact <ijet@itd.cnr.it>

 
https://ijet.itd.cnr.it/announcement/view/28

Call for Proposal Special Section: Designing for Learning in a Pandemic

The International Journal of Designs for Learning calls for proposals for a special section – Designs for Learning in a Pandemic. While everything right now is not ordinary, we call for authors to submit a design case that sets it apart from the “not ordinary”. Examples of the range of desired Designs for Learning in a Pandemic cases include:
• Learning in a K-12 or higher education setting
• Learning in a workplace [non-educational] setting
• Learning across borders of all kinds
• Training for first responders and critical workers
• Teaching in manufacturing settings shifting to making PPE or ventilators
• Teaching in local communities facing a different way of everyday life

We are requesting a brief proposal by Friday,
July 3, 2020. Article proposals will include:
• Design case title
• Short description [75-100 words, single spaced]
• Abstract [under 1000 words, single spaced]
• Author contact information

Authors will be notified by July 10, 2020. Please send your proposal to the Designs for Learning in a Pandemic guest section editor John Baaki at jbaaki@odu.edu.

More information at: https://drive.google.com/file/d/10O1q35ls9rBqvDHt07ExBCeNg3YCrNOL/view