Online by Choice: Design Options for Flexible K-12 Learning. (2023).

Auteurs-es

  • Tim Dolighan Ontario Tech University

DOI :

https://doi.org/10.21432/cjlt28630

Mots-clés :

K-12 learning, blended learning, online design, online learning

Résumé

Online by Choice: Design Options for Flexible K-12 Learning by Stephanie Moore and Michael Barbour offers a comprehensive exploration of building a resilient educational ecosystem through blended and online learning options. This review highlights the authors' adept construction of practical, research-based strategies for K-12 communities. By distinguishing between emergency remote learning and purposefully designed online education, Moore and Barbour guide educators in identifying and addressing diverse learner needs in the context of designing and implementing online and blended learning. The authors stress the collaborative effort required between system administrators and teachers for successful online implementation. This review explores the book's utility for educators seeking to enhance their online teaching skills and suggests avenues for future professional learning development in online contexts. Ultimately, Online by Choice emerges as a vital resource for designing effective online learning experiences tailored to the evolving needs of K-12 learners.

Biographie de l'auteur-e

Tim Dolighan, Ontario Tech University

Tim Dolighan is a sessional instructor at the Mitch and Leslie Frazer Faculty of Education at Ontario Tech University in Oshawa, Canada. Tim’s research and teaching practice focuses on the affordances and advantages online learning can provide for meeting diverse student and professional learning needs.

Références

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x

Dolighan, T. (2023). Exploring Teachers’ Experiences of Teaching Online During the COVID-19 Pandemic: A Mixed Methods Multi-Phase Study. Brock University. http://hdl.handle.net/10464/18099

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10-1016/S1096-7516(00)00016-6

Mayer, R. (2020). Multimedia learning (3rd ed.). Cambridge University Press.

Morrison, l., Robb, J., Hughes, J., & Lam, M. (2021). Social presence in virtual professional learning. Journal of Digital Life & Learning, 1(1), 93–110. https://doi.org/10.51357/jdll.v1i1.160

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Publié-e

2025-01-11

Numéro

Vol. 50 No. 2 (2024): été

Rubrique

Revue de livres

Licence

© Tim Dolighan 2024

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.