Share Paper: Why Theoretical Perspectives Need to Frame K-12 Online Learning

  1. Leslie Pourreau, Kennesaw State University, United States
  2. Anissa Lokey-Vega, Kennesaw State University, United States
  3. Iván M. Jorrín Abellán, Kennesaw State University, United States
Tuesday, March 27 11:50 AM-12:10 PM Edison E

Abstract: 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