Online Learning journal – call for proposals: special issue on K-12 online education

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A special issue of Online Learning, the official journal of the Online Learning Consortium (formerly Sloan-C), will be published in December 2015. This issue will focus on K-12 online learning.

Submission deadline: June 30, 2015


Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for nearly two decades and is known to many by its former name, the Journal of Asynchronous Learning Networks. With the rebranding of Sloan-C to the Online Learning Consortium, there has been an interest in broadening the scope of the journal. One of the areas of focus in the journal this year is the field of K-12 online learning. This special issue, to be guest edited by professors Michael Barbour and Anissa Lokey-Vega, is a step in embracing and serving the K-12 community through the advancement of new scholarship in this area.

Within the past four years, all 50 states and the District of Columbia have developed significant online learning opportunities for K-12 students (Watson, Murin, Vashaw, Gemin, & Rapp, 2013). K-12 online student enrollments in the US have grown from approximately 40,000 to more than four million in a period of 15 years (Ambient Insights, 2011; Clark, 2001). Similar growth has occurred internationally, particularly in Australia, Canada, New Zealand, and several Asian nations (Barbour, 2014). While there is a developing body of research that supports the practice of K-12 online learning, most scholars agree that practice is outpacing the availability of useful research (Cavanaugh, Barbour, & Clark, 2009; Hill, Wiley, Nelson, & Han, 2004; Rice, 2006).

The focus of this special issue of Online Learning is to present rigorous research specific to the context of K-12 education including the systematic inquiry into promising practices, various schooling models, measures of quality, teacher preparation, and teacher professional development.

Examples of potential topics for this special issue include, but are not limited to, the effective design, delivery, and support of K-12 online learning; building bridges between pre-college and higher education through online education; effective models of blended learning; effective practice in supporting exceptional K-12 learners; longitudinal outcomes for K-12 online learners; studies of teacher preparation and teacher professional development practices, and emerging research methods in K-12 online or blended learning.

Important Dates

Submissions for this special issue are due June 30, 2015, and should be submitted via the Open Journal System for the Online Learning Consortium at http://olj.onlinelearningconsortium.org/index.php/jaln. The anticipated publication of the issue is December 1, 2015.

Instructions for Submitting
  • To submit a manuscript please visit the Open Journal System website and create an account/log in your account. Please be sure that your profile’s “author” box is checked.
  • When you have logged into your account, go to the User Home page and select [New Submission]. Please choose the Section entitled: K-12.
  • Authors with questions may contact Anissa Lokey-Vega ([email protected]) or Michael Barbour ([email protected]) about the special issue. For technical questions regarding manuscript submission contact Beth Meigs ([email protected]).
Call for Reviewers
  • If you are interested in becoming a reviewer for this special edition of the journal, please click on the link below to register for OJS, the journal review system for Online Learning, to apply.
  • Register for OJS
  • Provide contact information and under “Register as,” select “Reviewer: willing to conduct peer review of submissions.” In the space provided, indicate your interest in K12 issues.
References
  • Ambient Insight. (2011). 2011 Learning technology research taxonomy: Research methodology, buyer segmentation, product definitions, and licensing model. Monroe, WA: Author. Retrieved from http://www.ambientinsight.com/Resources/Documents/AmbientInsight_Learning_Technology_Taxonomy.pdf
  • Barbour, M. K. (2014) History of K-12 online and blended instruction worldwide, in R. Ferdig and K. Kennedy (Eds.) Handbook of Research on K-12 Online and Blended Learning, (pp. 25-50). Retrieved from http://repository.cmu.edu/etcpress/28/
  • Cavanaugh, C., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of literature. International Review of Research in Open and Distance Learning, 10(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/607
  • Clark, T. (2001). Virtual schools: Trends and issues – A study of virtual schools in the United States. San Francisco, CA: Western Regional Educational Laboratories. Retrieved from http://www.wested.org/online_pubs/virtualschools.pdf
  • Hill, J. R., Wiley, D., Nelson, L. M., & Han, S. (2004). Exploring research on Internet-based learning: From infrastructure to interactions. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448.
  • Watson, J., Murin, A., Vashaw, L., Gemin, R., Rapp, C. (2013). Keeping pace with K-12 online and blended learning: A guide to policy and practice. Evergreen, CO: Evergreen Consulting. Retrieved from http://kpk12.com/
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Michigan Virtual Learning Research Institute

Michigan Virtual Learning Research Institute

The Michigan Virtual Learning Research Institute (MVLRI) is a non-biased organization that exists to expand Michigan’s ability to support new learning models, engage in active research to inform new policies in online and blended learning, and strengthen the state’s infrastructures for sharing best practices. MVLRI works with all online learning environments to develop the best practices for the industry as a whole.

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Limited Course Capacity

We’re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You’ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment.

With many students across the state 100% remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback.

While the Michigan Virtual team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we’ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3. 

For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. While some of our teacher-led courses are full, we may still have the capacity to help you in upcoming terms or can discuss timing to implement a whole-school or collaborative program in which local teachers from your school/district use our online course content to teach students. We also have free course content and resources available for you to use.

We know this is an incredibly stressful time for all, and we’re sorry if the courses you’re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. 

We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.