Kerry Rice

To clarify what effective online pedagogy entails, this article articulates five pillars—Build Relationships and Community, Incorporate Active Learning, Leverage Learner Agency, Embrace Mastery Learning, and Personalize the Learning Process—grounded in learner‑centered, constructivist, and situated learning principles. Implications for teacher education and cross‑field scholarship in educational technology and learning sciences are discussed.

Proposes one‑channel and three‑channel ‘learning image’ representations that transform student course involvement into images for early‑warning prediction. Across experiments with 5,235 students and up to 1,728 variables, CNN approaches achieved higher mid‑semester recall of at‑risk students than SVM, Random Forest, and DNN baselines and enabled subtype identification with interpretable visual cues.

Combining behavioral logs (12,869 students; 14.95M events) with discussion text, the study builds early‑warning models using machine learning and deep learning. Deep models outperformed traditional ML, capturing 51% of at‑risk students by week 8 at 86.8% accuracy; adding text improved recall and accuracy. Linguistic features (e.g., analytic vs. authentic words) related to success and risk.

Using a Delphi methodology with administrators, faculty, and instructional designers at AACSB‑accredited institutions, this study identified and prioritized near‑term (3–5 years) quality assurance dimensions for online MBA programs. Results offer actionable direction for stakeholders working to deliver and sustain high‑quality online graduate business education.

Reports design and delivery of a six‑week introductory online workshop (Summer 2011) that taught educators to build Android apps using App Inventor. The workshop’s three modules combined practice apps, peer/instructor feedback, and design proposals to encourage visual programming, interface design, and interactivity planning. The authors discuss challenges and instructional implications for introducing mobile app design to educators.

The authors describe a six‑week, three‑module online professional development workshop introducing educators to visual programming with App Inventor. The design, communication channels, practice apps, and culminating project workflow are detailed, along with instructional challenges and implications for preparing teachers to integrate mobile app design.

Demonstrates an innovative evaluation approach by combining 23.85 million learning logs, demographics, and end‑of‑course surveys for 7,539 students across 883 K‑12 online courses. Clustering revealed shared characteristics and decision trees predicted course performance and satisfaction. Results show how educational data mining can deepen program evaluation and decision‑making for K‑12 online learning.

Proposes a generic Educational Data Mining (EDM) model for studies of online teaching and learning and demonstrates its procedures via a case study. The model supports pattern discovery and performance prediction to inform instructional improvement and adaptive interventions in online environments.

This article demonstrates how educational data mining can augment K‑12 online program evaluation. Analyzed were 23,854,527 learning log events from 7,539 students across 883 courses, combined with demographics and end‑of‑course surveys. Cluster analysis profiled learners and decision trees predicted performance and satisfaction with courses and instructors. Findings illustrate how analytics can inform decision‑making and explore K‑12 EDM applications commonly used in higher education.

Presents findings from a national survey of 259 K‑12 online teachers, administrators, and PD trainers conducted for the iNACOL‑supported Going Virtual! project. The article highlights evolving contexts for online‑teacher PD, a continuum of practices and models, and global versus situation‑specific needs, with implications for PD practice, policy, and future research.

Using a three‑round Delphi with U.S. experts in research, policy, and practice, this study identified consensus priority areas for K‑12 distance education over the next five years: evaluation of course design and delivery, best practices, accountability, access, online learning/learners, professional development, accreditation/standards, funding, and technology. The framework provides guidance for stakeholders across the K‑12 online learning ecosystem.

This review synthesizes literature on the status of K–12 distance education, tracing growth alongside expanded learning opportunities in public education and corporate training. With much K–12 implementation built on a limited, adult‑focused research base and policies adapted from traditional schooling, the article maps the field’s evolution and identifies areas needing stronger empirical foundations specific to K–12 virtual schooling.