Browsing by Author "Beck, Dennis"
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Item Job Attainment and Perceived Role Differences of Cyberschool LeadersLeaders(International Forum of Educational Technology & Society (IFETS), 2016-01) Richardson, Jayson W.; Beck, Dennis; LaFrance, Jason A.; McLeod, ScottAs cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions with students, teacher supervision, provision of professional development, and management of the day-to-day operations.Item Learner Self-Efficacy in K-12 Online Environments(Springer, 2018-10-25) LaFrance, Jason A.; Beck, DennisIn this chapter, we examine learner self-efficacy broadly in K-12 face-to-face classrooms, learner efficacy in K-12 online learning, and then specifically issues related to self-efficacy based on the demographic characteristics of the learners. We do this with the understanding that self-efficacy beliefs are context specific [Hodges, Performance Improvement Quarterly, 20(3–4), 7–25, 2008]. From there, we review the literature on the learners’ level of preparation and how self-efficacy can be improved in online contexts.Item Online Schooling in the United States: A Response to Saultz and Fusarelli(Taylor & Francis, 2017) Beck, Dennis; LaFrance, JasonIn this paper, we discuss some concerns and recommendations of Saultz and Fusarelli (2017), offering nuanced and detailed views of online schooling from a different perspective. This includes addressing challenges regarding online learning such as fluctuating enrollments, financial concerns, quality assurance, and accountability. In addition, we propose recommendations related to funding, better quality data, and oversight and monitoring. We conclude with a short discussion of the need for differentiated research for specific online learning contexts. [For "Online Schooling: A Cautionary Tale" (Saultz and Fusarelli), see EJ1130469.]