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Volume 11:3 - September 2007

The Presentation of Self in Everyday Ether: A Corpus Analysis of Student Self-Tellings in Online Graduate Courses

Author Information
Author(s):
Carla Meskill, University at Albany, State University of New York
Author(s):
Gulnara Sadykova, University at Albany, State University of New York
Institution(s) or Organization(s) Where Research Occured:
University at Albany, State University of New York

This study examines the patterns and substance of student self introductions in nine fully online graduate courses in education.


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Learning Science Online: A Descriptive Study of Online Science Courses for Teachers

Author Information
Author(s):
Jodi Asbell-Clarke, TERC
Author(s):
Elizabeth Rowe, TERC
Institution(s) or Organization(s) Where Research Occured:
TERC

Online education is a rapidly growing phenomenon for science teachers.


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The Louisiana Algebra I Online Initiative as a Model for Teacher Professional Development: Examining Teacher Experiences

Author Information
Author(s):
Laura M. O’Dwyer, Boston College, Lynch School of Education
Author(s):
Rebecca Carey, Education Development Center, Inc. (EDC)
Author(s):
Glenn Kleiman, Education Development Center, Inc. (EDC)
Institution(s) or Organization(s) Where Research Occured:
Boston College, Lynch School of Education
Institution(s) or Organization(s) Where Research Occured:
Education Development Center, Inc. (EDC)

Over the past decade online learning initiatives have shown tremendous potential for broadening educational opportunities and for addressing local and regional shortages of highly qualified K–12 tea


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An Interpretive Model of Key Heuristics that Promote Collaborative Dialogue Among Online Learners

Author Information
Author(s):
Sarah Haavind, Lesley University
Institution(s) or Organization(s) Where Research Occured:
Lesley University

One of the more challenging aspects of teaching online is promoting content-focused, collaborative dialogue among students.


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K–12 Online Learning: A Survey of U.S. School District Administrators

Author Information
Author(s):
Anthony G. Picciano, Hunter College and Graduate Center of the City University of New York
Author(s):
Jeff Seaman, The Sloan Consortium and Olin and Babson Colleges

The research literature on online learning has grown significantly in the past decade.


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Interview with Chris Dede

Author Information
Author(s):
Anthony G. Picciano
Institution(s) or Organization(s) Where Research Occured:
Hunter College and Graduate Center of the City University of New York

Chris Dede is the Timothy E. Wirth Professor of Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership.


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Introduction to the Special Issue on Online Learning in K–12 Schools and Teacher Education

Author Information
Author(s):
Anthony G. Picciano, Hunter College and Graduate Center of the City University of New York
Institution(s) or Organization(s) Where Research Occured:
Hunter College and Graduate Center of the City University of New York

In 2006–2007, the Alfred P. Sloan Foundation awarded a grant to the Sloan Consortium and Hunter College to conduct a survey of online learning in K–12 schools.


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