Why Theoretical Perspectives Need to Frame K-12 Online Learning
Brief Paper
ID: 52071
In 2017, the authors analyzed the works available in the Research Clearinghouse for K-12 Blended and Online Learning for theoretical underpinnings by conducting a content analysis of the titles, abstracts, and keywords of each publication for the specific inclusion of learning theories Findings from this investigation supported the authors’ assertions that theoretical perspectives in the field of K-12 online learning exist, at best, in a meager state Using this evidence, the authors argue that distance learning theories could spark a shift in researcher practices that could move the field forward
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