[ { "key": "WWC7HXWJ", "version": 953, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/WWC7HXWJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/WWC7HXWJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Kumari", "parsedDate": "2025-05-09", "numChildren": 0 }, "data": { "key": "WWC7HXWJ", "version": 953, "itemType": "blogPost", "title": "School Transportation Problems: Causes, Impact, and Fixes", "creators": [ { "creatorType": "author", "firstName": "Anshu", "lastName": "Kumari" } ], "abstractNote": "Safety is a priority for kids. Unveil the less-talked school transportation problems, measures taken to tackle them while meeting parental concerns.", "blogTitle": "21K School Iran", "websiteType": "", "date": "2025-05-09T02:58:50+00:00", "DOI": "", "citationKey": "", "url": "https://www.21kschool.com/ir/blog/school-transportation-problems/", "accessDate": "2025-07-28T05:26:52Z", "ISSN": "", "shortTitle": "School Transportation Problems", "language": "en-ir", "rights": "", "extra": "", "tags": [], "collections": [ "5SN3ZF6X" ], "relations": {}, "dateAdded": "2025-07-28T05:26:52Z", "dateModified": "2025-07-28T05:26:52Z" } }, { "key": "92KFUL4Z", "version": 952, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/92KFUL4Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/92KFUL4Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Gottfried et al.", "parsedDate": "2021-07-01", "numChildren": 0 }, "data": { "key": "92KFUL4Z", "version": 952, "itemType": "journalArticle", "title": "Exploring school bus ridership and absenteeism in rural communities", "creators": [ { "creatorType": "author", "firstName": "Michael A.", "lastName": "Gottfried" }, { "creatorType": "author", "firstName": "Christopher S.", "lastName": "Ozuna" }, { "creatorType": "author", "firstName": "J. Jacob", "lastName": "Kirksey" } ], "abstractNote": "Absenteeism continues to demand more attention as educators look for promising practices that might promote positive school-going behaviors. This is salient for kindergartners, who miss the most school out of any elementary grade level. Research is lacking in how the school bus might be associated with attendance, though we hypothesize that improve attendance would occur because bus-riding assists with the development of family routines and logistics. To address this, this study uses the Early Childhood Longitudinal Survey to look descriptively at how school busing might be associated with absenteeism for kindergartners in rural communities. We find that school bus riders in rural communities miss fewer school days on average than those in suburban, urban, or town communities and are less likely to be chronically absent, although this varies depending on the degree of rurality. Rural communities have unique features that are very different from their urban or suburban counterparts and these features should be considered when designing interventions for rural students.", "publicationTitle": "Early Childhood Research Quarterly", "publisher": "", "place": "", "date": "2021-07-01", "volume": "56", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "236-247", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Early Childhood Research Quarterly", "DOI": "10.1016/j.ecresq.2021.03.009", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S0885200621000399", "accessDate": "2025-07-28T05:26:24Z", "PMID": "", "PMCID": "", "ISSN": "0885-2006", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "5SN3ZF6X" ], "relations": {}, "dateAdded": "2025-07-28T05:26:24Z", "dateModified": "2025-07-28T05:26:24Z" } }, { "key": "GPEBLKAQ", "version": 946, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/GPEBLKAQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/GPEBLKAQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Gemin et al.", "parsedDate": "2018-03", "numChildren": 0 }, "data": { "key": "GPEBLKAQ", "version": 946, "itemType": "report", "title": "Digital Learning Strategies for Rural America: A Scan of Policy and Practice in K-12 Education", "creators": [ { "creatorType": "author", "firstName": "Butch", "lastName": "Gemin" }, { "creatorType": "author", "firstName": "Barbara", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Lauren", "lastName": "Vashaw" }, { "creatorType": "author", "firstName": "John", "lastName": "Watson" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Harrington" }, { "creatorType": "author", "firstName": "Elizabeth S.", "lastName": "LeBlanc" } ], "abstractNote": "Many reports on rural education give little attention to digital learning. At most, they tend to note either infrastructure needs or the potential of remote course access, with little focus on instruction, outcomes, or exemplars. This report intends to begin correcting that imbalance by connecting the dots between rural regions, rural education, and digital learning. In the introductory sections, the authors explore what \"rural\" means, and how to characterize rural education. In subsequent sections, they explore rural education issues, the ways in which rural schools and students are challenged by issues related to being remote, and then the ways in which online and blended learning can help address these challenges. Finally, the authors profile 15 states and programs to demonstrate policies, districts, and schools that are using digital learning to meet rural education needs. The profiles are each written as stand-alone case studies, and can be read independently of one another based on the interests of each reader. [This report was co-published by the Foundation for Blended and Online Learning.]", "reportNumber": "", "reportType": "", "institution": "Evergreen Education Group", "place": "", "date": "2018/03/00", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://eric.ed.gov/?id=ED588911", "accessDate": "2025-07-28T03:14:21Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Digital Learning Strategies for Rural America", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "ERIC Number: ED588911", "tags": [ { "tag": "Access to Education", "type": 1 }, { "tag": "Assistive Technology", "type": 1 }, { "tag": "Blended Learning", "type": 1 }, { "tag": "Case Studies", "type": 1 }, { "tag": "Charter Schools", "type": 1 }, { "tag": "Community Schools", "type": 1 }, { "tag": "Consortia", "type": 1 }, { "tag": "Court Litigation", "type": 1 }, { "tag": "Disabilities", "type": 1 }, { "tag": "Distance Education", "type": 1 }, { "tag": "Educational Finance", "type": 1 }, { "tag": "Educational Needs", "type": 1 }, { "tag": "Educational Policy", "type": 1 }, { "tag": "Educational Practices", "type": 1 }, { "tag": "Educational Technology", "type": 1 }, { "tag": "Electronic Learning", "type": 1 }, { "tag": "Elementary Secondary Education", "type": 1 }, { "tag": "Equal Education", "type": 1 }, { "tag": "Faculty Development", "type": 1 }, { "tag": "Grants", "type": 1 }, { "tag": "High Schools", "type": 1 }, { "tag": "Individualized Instruction", "type": 1 }, { "tag": "Information Technology", "type": 1 }, { "tag": "Internet", "type": 1 }, { "tag": "Learning Strategies", "type": 1 }, { "tag": "Low Income Students", "type": 1 }, { "tag": "Mass Instruction", "type": 1 }, { "tag": "Nontraditional Education", "type": 1 }, { "tag": "Online Courses", "type": 1 }, { "tag": "Place Based Education", "type": 1 }, { "tag": "Poverty", "type": 1 }, { "tag": "Rural Areas", "type": 1 }, { "tag": "Rural Education", "type": 1 }, { "tag": "Rural Schools", "type": 1 }, { "tag": "School Districts", "type": 1 }, { "tag": "State Policy", "type": 1 }, { "tag": "Virtual Classrooms", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-07-28T03:14:30Z", "dateModified": "2025-07-28T03:14:30Z" } }, { "key": "79BHDMCE", "version": 945, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/79BHDMCE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/79BHDMCE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Ray and Faure", "parsedDate": "2025-06-26", "numChildren": 0 }, "data": { "key": "79BHDMCE", "version": 945, "itemType": "journalArticle", "title": "Impacts of K-12 emergency online teaching within a rural, rural-remote context: Finding value in the experience", "creators": [ { "creatorType": "author", "firstName": "Beverly B.", "lastName": "Ray" }, { "creatorType": "author", "firstName": "Caroline", "lastName": "Faure" } ], "abstractNote": "", "publicationTitle": "Culture, Education, and Future", "publisher": "", "place": "", "date": "2025-06-26", "volume": "3", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "65-81", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.70116/2980274181", "citationKey": "", "url": "https://journals.symphonypub.com/index.php/cef/article/view/81", "accessDate": "2025-07-28T03:00:11Z", "PMID": "", "PMCID": "", "ISSN": "2980-2741", "archive": "", "archiveLocation": "", "shortTitle": "Impacts of K-12 emergency online teaching within a rural, rural-remote context", "language": "en", "libraryCatalog": "journals.symphonypub.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Emergency online teaching", "type": 1 }, { "tag": "K-12 online instruction", "type": 1 }, { "tag": "pandemic teaching", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2025-07-28T03:14:01Z", "dateModified": "2025-07-28T03:14:01Z" } }, { "key": "ZF6L2LES", "version": 943, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/ZF6L2LES", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/ZF6L2LES", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ZF6L2LES", "version": 943, "itemType": "webpage", "title": "Pūaotanga Report 2021", "creators": [], "abstractNote": "The Pūaotanga report was an independent review of staffing in primary schools which paints a dire picture of our schools.", "websiteTitle": "NZEI Te Riu Roa", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://www.nzeiteriuroa.org.nz/campaigns/puaotanga", "accessDate": "2025-02-28T03:05:52Z", "shortTitle": "", "language": "en-NZ", "rights": "", "extra": "", "tags": [ { "tag": "NZ" }, { "tag": "equity" }, { "tag": "rural" }, { "tag": "schooling" } ], "collections": [ "GWZD2DUV" ], "relations": {}, "dateAdded": "2025-02-28T03:05:52Z", "dateModified": "2025-02-28T03:08:04Z" } }, { "key": "UYLRGSXB", "version": 937, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": 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of New South Wales, Australia. It argues that the rural is often positioned on the periphery of mainstream, normative educational research and compared to an imaginary metropolitan norm. This positioning does not allow rural meanings to be explored or the rural to be considered in its own terms. Along with notions of curricular justice and spatial justice, the ideas of 'place' and 'rural social space' (Reid et al., 2010) are applied to a consideration of social justice and curriculum, arriving at a position of curricular-spatial justice that informs a renewed turn to curriculum negotiation. Curricular-spatial justice suggests that approaches beyond distributive, recognitional and associational justice are needed to reposition the rural in educational policy and research. In exploring place, social justice, curriculum and rural teaching in a manner that allows rural meanings to be at the forefront, a new perspective in research has been necessary. The resultant 'rural standpoint', a perspective that works in, for and with the rural to value rural people and communities and the knowledges produced therein, enables this. Methodologically the rural standpoint is operationalized in this study in the approach of 'strategic eclecticism', an approach drawing from mixed-method research. The argument is made in four stages. First, a range of publicly available secondary data is used to look at rural educational achievement and equity from a perspective that raises important questions about the appropriateness of the dominant distributive approach to equity funding. The concept of a rural standpoint is then developed through a reflexive re-reading and reanalysis of an earlier report by the author, highlighting the importance of researcher perspective in research conclusions. The study then moves to a consideration of how teachers engage with place and the role of curriculum in rural areas, before a historical analysis of equity policy related to curriculum is presented. This reveals the dominant perspective of curriculum neutrality and centralised distributive assumptions of equity policy. Finally, a spatial analysis of curriculum access and achievement data reveals the problem that needs to be re-framed as the existence of high-status subjects and highlights the existence of a metropolitan-cosmopolitan knowledge hierarchy in which student access and success is mediated by school location.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2016", "publisher": "Charles Sturt University", "place": "Australia", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Place, Rural Education and Social Justice", "language": "", "libraryCatalog": "Charles Sturt University Research Output", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "curriculum" }, { "tag": "rural education" }, { "tag": "social justice" } ], "collections": [ "639PKIME" ], "relations": {}, "dateAdded": "2025-02-16T04:04:05Z", "dateModified": "2025-02-16T04:04:45Z" } }, { "key": "8RAJTPUX", "version": 931, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/8RAJTPUX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/8RAJTPUX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Owen et al.", "parsedDate": "2017-11-09", "numChildren": 0 }, "data": { "key": "8RAJTPUX", "version": 931, "itemType": "journalArticle", "title": "A Journey from within: The Virtual Mentoring CASE Model", "creators": [ { "creatorType": "author", "firstName": "Hazel", "lastName": "Owen" }, { "creatorType": "author", "firstName": "Rick", "lastName": "Whalley" }, { "creatorType": "author", "name": "CORE Education, New Zealand" } ], "abstractNote": "A shared ‘learning journey’ can open up multiple pathways, with each individual's journey shaped by their beliefs, values and prior experiences. There is a growing interest in Professional Learning and Development (PLD) that offers multiple ways to participate, apply and collaborate, in part by using the affordances of technology. Virtual and face-to-face professional learning provision, in particular mentoring, have differences. This paper extrapolates and applies the findings of two studies, drawing on the experiences of students in the Virtual Learning Network Primary study, and those of adult learners in the Virtual Professional Learning and Development programme. The authors identified four key stages that they then encapsulated in the virtual mentoring CASE (Contextual, Administration, Scaffolding, Empowering) Model. The model is situated within a mediated agency framework, which helps illustrate the complexity of contexts that influence the design of a PLD provision, and which can be used in a variety of situations.", "publicationTitle": "Journal of Advances in Education Research", "publisher": "", "place": "", "date": "2017-11-9", "volume": "2", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.22606/jaer.2017.24006", "citationKey": "", "url": "http://www.isaacpub.org/images/PaperPDF/JAER_100043_2017110914570357899.pdf", "accessDate": "2018-01-07T07:43:39Z", "PMID": "", "PMCID": "", "ISSN": "25197002, 25197010", "archive": "", "archiveLocation": "", "shortTitle": "A Journey from within", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Mentors" }, { "tag": "Professional Development" }, { "tag": "VLN" }, { "tag": "VPLD" } ], "collections": [ "7UCET7BW" ], "relations": {}, "dateAdded": "2018-01-07T07:43:39Z", "dateModified": "2025-02-04T21:01:53Z" } }, { "key": "9M2B4GRP", "version": 925, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/9M2B4GRP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/9M2B4GRP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/II8XXUG8", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "9M2B4GRP", "version": 925, "parentItem": "II8XXUG8", "itemType": "note", "note": "", "tags": [], "relations": {}, "dateAdded": "2025-01-20T19:52:35Z", "dateModified": "2025-01-20T19:52:50Z" } }, { "key": "II8XXUG8", "version": 922, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/II8XXUG8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/II8XXUG8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Khoo and Berryman", "parsedDate": "2025-01-08", "numChildren": 1 }, "data": { "key": "II8XXUG8", "version": 922, "itemType": "journalArticle", "title": "Blended professional learning: insights for developing culturally responsive teachers", "creators": [ { "creatorType": "author", "firstName": "Elaine", "lastName": "Khoo" }, { "creatorType": "author", "firstName": "Mere", "lastName": "Berryman" } ], "abstractNote": "Despite a growing empirical base on blended teacher professional learning programmes, research into blended programmes aimed at transforming teachers’ culturally responsive practices has been limit...", "publicationTitle": "Asia Pacific Journal of Education", "publisher": "", "place": "", "date": "2025-01-08", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://www.tandfonline.com/doi/abs/10.1080/02188791.2024.2441665", "accessDate": "2025-01-20T19:50:50Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "world", "shortTitle": "Blended professional learning", "language": "EN", "libraryCatalog": "www.tandfonline.com", "callNumber": "", "rights": "© 2025 National Institute of Education, Singapore", "extra": "Publisher: Routledge", "tags": [], "collections": [ "7UCET7BW" ], "relations": {}, "dateAdded": "2025-01-20T19:51:08Z", "dateModified": "2025-01-20T19:51:08Z" } }, { "key": "NDJSA9KL", "version": 921, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/NDJSA9KL", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/NDJSA9KL", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Dinh and Phuong", "parsedDate": "2025-01-01", "numChildren": 1 }, "data": { "key": "NDJSA9KL", "version": 921, "itemType": "journalArticle", "title": "TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS: A CASE STUDY IN VIETNAM", "creators": [ { "creatorType": "author", "firstName": "Cao Tuong", "lastName": "Dinh" }, { "creatorType": "author", "firstName": "Hoang-yen", "lastName": "Phuong" } ], "abstractNote": "Self-regulated learning (SRL) has been extensively explored in psychological research, particularly for its influential role in online education systems. Despite its importance, little is understood about how SRLfocused training impacts students’ academic experiences. This study seeks to address this gap by examining SRL interventions within Massive Open Online Courses (MOOCs). Using a quasi-experimental design, the research involves both control and experimental groups. SRL strategy questionnaires and learner selfevaluations for speaking skills were administered before and after the training. Learning diaries were used to analyze students’ application of SRL strategies in the MOOC environment, and pre- and post-tests measured the intervention’s impact on speaking proficiency. Additionally, descriptive statistical analysis was conducted on the questionnaire results, complemented by thematic analysis of students’ reflective journals. The findings revealed a strong positive correlation between EFL students’ SRL strategy usage and their speaking course outcomes. Reflective journal analysis indicated that students tailored SRL strategies to their learning processes within MOOC contexts. The study provides practical insights for incorporating SRL training into MOOC-based learning and offers a theoretical foundation for promoting SRL across diverse educational systems.", "publicationTitle": "Turkish Online Journal of Distance Education", "publisher": "", "place": "", "date": "2025-01-01", "volume": "26", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "101-121", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.17718/tojde.1440472", "citationKey": "", "url": "http://dergipark.org.tr/en/doi/10.17718/tojde.1440472", "accessDate": "2025-01-14T04:07:57Z", "PMID": "", "PMCID": "", "ISSN": "1302-6488", "archive": "", "archiveLocation": "", "shortTitle": "TEACHING SELF-REGULATED LEARNING STRATEGIES ON EFL STUDENTS IN MOOCS", "language": "", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "learning strategies" }, { "tag": "self management" }, { "tag": "student support" } ], "collections": [ "WKWERK8E" ], "relations": {}, "dateAdded": "2025-01-14T04:07:58Z", "dateModified": "2025-01-14T04:08:26Z" } }, { "key": "IBRVCR7U", "version": 918, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/IBRVCR7U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/IBRVCR7U", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/NDJSA9KL", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "IBRVCR7U", "version": 918, "parentItem": "NDJSA9KL", "itemType": "note", "note": "

Useful to create intentional supports for students to support self managed learning. Identified 9 strategies:  goal setting, time management, self-assessment, plan, methods to approach a task, elaboration, and help-seeking intention, persistence, & environmental structuring.

\n
", "tags": [], "relations": {}, "dateAdded": "2025-01-14T04:08:11Z", "dateModified": "2025-01-14T04:08:06Z" } }, { "key": "FKGTPMBH", "version": 915, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/FKGTPMBH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/FKGTPMBH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Mazzeo et al.", "parsedDate": "2025-01-01", "numChildren": 2 }, "data": { "key": "FKGTPMBH", "version": 915, "itemType": "journalArticle", "title": "ACADEMIC SUCCESS IN SYNCHRONOUS ONLINE LEARNING ENVIRONMENTS", "creators": [ { "creatorType": "author", "firstName": "Oronzo", "lastName": "Mazzeo" }, { "creatorType": "author", "firstName": "Lucia", "lastName": "Monacis" }, { "creatorType": "author", "firstName": "Paolo", "lastName": "Contini" } ], "abstractNote": "The study aimed to analyze the influence of such factors, as cognitive engagement, learning strategies and social support on academic success and student satisfaction in online learning environments. Data were collected in a cross-sectional survey carried out in the Winter semester of 2023. Participants were 523 students recruited from universities located in Southern Italy, where the synchronous online learning modality was adopted. The questionnaires included self-reported measures assessing student satisfaction and academic achievement, social support (teacher and peer presence), and deep and shallow cognitive engagement, in an effort to collect data regarding the dynamics of online learning experiences with respect to the three interdependent presences of teaching, cognitive and social, as put forth by the Community of Inquiry (CoI) framework (Garrison et al., 2001). Descriptive analysis, bivariate associations, and regression analyses were applied to the data. Data showed different patterns of relationships between academic success and predictors. Deep cognitive engagement was positively associated with academic achievement but unrelated to satisfaction, whereas no significant associations emerged between shallow cognitive engagement, academic achievement, and satisfaction. Furthermore, social presence was found to be unrelated to students’ satisfaction, deep cognitive engagement, or shallow cognitive engagement. The findings of the current study provide professionals in the field of education with suggestions for synchronous online-based teaching about ways to plan a community learning space where teacher-student interactions as well as peer interactions are fostered. This more collaborative-constructivist perspective could improve students’ academic achievements.", "publicationTitle": "Turkish Online Journal of Distance Education", "publisher": "", "place": "", "date": "2025-01-01", "volume": "26", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "16-28", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.17718/tojde.1444067", "citationKey": "", "url": "http://dergipark.org.tr/en/doi/10.17718/tojde.1444067", "accessDate": "2025-01-14T03:53:10Z", "PMID": "", "PMCID": "", "ISSN": "1302-6488", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "achievement" }, { "tag": "engagement" }, { "tag": "social presence" } ], "collections": [ "WKWERK8E" ], "relations": {}, "dateAdded": "2025-01-14T03:53:11Z", "dateModified": "2025-01-14T04:06:58Z" } }, { "key": "STCNR6AE", "version": 911, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/STCNR6AE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/STCNR6AE", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/FKGTPMBH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "STCNR6AE", "version": 911, "parentItem": "FKGTPMBH", "itemType": "note", "note": "

The findings of the current study provide professionals in the field of education with suggestions for synchronous online-based teaching about ways to plan a community learning space where teacher-student interactions as well as peer interactions are fostered. This more collaborative-constructivist perspective could improve students’ academic achievements.

\n
", "tags": [], "relations": {}, "dateAdded": "2025-01-14T04:06:26Z", "dateModified": "2025-01-14T04:06:22Z" } }, { "key": "HJCFQ84H", "version": 902, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/HJCFQ84H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/HJCFQ84H", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/W6T89448", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "HJCFQ84H", "version": 902, "parentItem": "W6T89448", "itemType": "note", "note": "

The findings of the current study provide professionals in the field of education with suggestions for synchronous online-based teaching about ways to plan a community learning space where teacher-student interactions as well as peer interactions are fostered. This more collaborative-constructivist perspective could improve students’ academic achievements.

\n
", "tags": [], "relations": {}, "dateAdded": "2025-01-14T04:01:37Z", "dateModified": "2025-01-14T04:01:32Z" } }, { "key": "8Y54LVZK", "version": 879, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/8Y54LVZK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/8Y54LVZK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Tuan and Lan", "parsedDate": "2025-01-01", "numChildren": 1 }, "data": { "key": "8Y54LVZK", "version": 879, "itemType": "journalArticle", "title": "MODELING THE NEXUS BETWEEN STUDENTS’ INTERACTION, SATISFACTION, AND ACCEPTANCE OF ONLINE LEARNING", "creators": [ { "creatorType": "author", "firstName": "Duong Minh", "lastName": "Tuan" }, { "creatorType": "author", "firstName": "Le Thi Diem", "lastName": "Lan" } ], "abstractNote": "The proliferation of communication technologies in recent years has significantly contributed to the swift transformation of education. The outbreak of the COVID-19 pandemic at the beginning of 2020 caused further drastic changes in education, making digital transformation one of its most apparent attributes. This evolution has necessitated a call for more studies delving into students’ learning experiences in a fully online learning environment, especially in nations where online education is still in its nascent stage. By adopting the structural equation modeling approach, this study was intended to examine the effects of various types of interaction on student satisfaction and the impact of student satisfaction on their behavioral acceptance of online learning. The study also aimed to examine the mediating role of student satisfaction in the relationship between interaction and perceived acceptance. The participants comprised 336 students across multiple academic disciplines from a private university in the Mekong Delta of Vietnam. A questionnaire was used for data collection. The results showed that student-teacher interaction and student-student interaction were significant determinants of student satisfaction, whereas student-content interaction and student-interface interaction yielded opposite outcomes. In addition, of the four types of interaction, satisfaction only mediated the relationships of student-teacher interaction and student-student interaction with perceived acceptance. These results emphasize the importance of fostering meaningful interaction activities between teachers and students, as well as among students themselves, in enhancing student satisfaction and further boosting the prospects of online education in today’s digital world.", "publicationTitle": "Turkish Online Journal of Distance Education", "publisher": "", "place": "", "date": "2025-01-01", "volume": "26", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "134-156", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.17718/tojde.1430727", "citationKey": "", "url": "http://dergipark.org.tr/en/doi/10.17718/tojde.1430727", "accessDate": "2025-01-14T03:48:10Z", "PMID": "", "PMCID": "", "ISSN": "1302-6488", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "engagement" }, { "tag": "interaction" } ], "collections": [ "Z92CR9UF" ], "relations": {}, "dateAdded": "2025-01-14T03:48:11Z", "dateModified": "2025-01-14T03:50:12Z" } }, { "key": "TM73K4V5", "version": 877, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/TM73K4V5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/TM73K4V5", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/8Y54LVZK", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "TM73K4V5", "version": 877, "parentItem": "8Y54LVZK", "itemType": "note", "note": "

The results showed that student-teacher interaction and student-student interaction were significant determinants of student satisfaction, whereas student-content interaction and student-interface interaction yielded opposite outcomes. In addition, of the four types of interaction, satisfaction only mediated the relationships of student-teacher interaction and student-student interaction with perceived acceptance. These results emphasize the importance of fostering meaningful interaction activities between teachers and students, as well as among students themselves, in enhancing student satisfaction and further boosting the prospects of online education in today’s digital world.

\n
", "tags": [], "relations": {}, "dateAdded": "2025-01-14T03:49:19Z", "dateModified": "2025-01-14T03:49:31Z" } }, { "key": "ME5XUTMU", "version": 874, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/ME5XUTMU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/ME5XUTMU", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/2VCFK59Z", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ME5XUTMU", "version": 874, "parentItem": "2VCFK59Z", "itemType": "note", "note": "

While limitations were considered, the study’s findings showcase the practical implications of incorporating online classroom-based assessment in monitoring student performance and evaluating teaching quality. The results emphasize the importance of online classroom-based reading assessment as a robust evaluation tool for aligning learning goals and needs.

\n
", "tags": [], "relations": {}, "dateAdded": "2025-01-14T03:46:34Z", "dateModified": "2025-01-14T03:46:31Z" } }, { "key": "2VCFK59Z", "version": 872, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/2VCFK59Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/2VCFK59Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "Suhartoyo et al.", "parsedDate": "2025-01-01", "numChildren": 1 }, "data": { "key": "2VCFK59Z", "version": 872, "itemType": "journalArticle", "title": "ONLINE CLASSROOM-BASED READING ASSESSMENT: COMPREHENSION AND PRACTICE DEVELOPMENT", "creators": [ { "creatorType": "author", "firstName": "Eko", "lastName": "Suhartoyo" }, { "creatorType": "author", "firstName": "Rida", "lastName": "Afrilyasanti" }, { "creatorType": "author", "firstName": "Nur", "lastName": "Mukminatien" } ], "abstractNote": "In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in measuring students’ reading skills. The online classroom-based assessment, characterized as systematic, comprehensive, instructional, diagnostic, and adaptive, yielded positive outcomes, as evidenced by specific trends in the qualitative analysis. While limitations were considered, the study’s findings showcase the practical implications of incorporating online classroom-based assessment in monitoring student performance and evaluating teaching quality. The results emphasize the importance of online classroom-based reading assessment as a robust evaluation tool for aligning learning goals and needs. Overall, our study contributes valuable insights into the benefits of online classroom-based reading assessments and their potential to enhance traditional assessment methods in English as a Foreign Language (EFL) settings in this technologically advanced era.", "publicationTitle": "Turkish Online Journal of Distance Education", "publisher": "", "place": "", "date": "2025-01-01", "volume": "26", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "177-192", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.17718/tojde.1414226", "citationKey": "", "url": "http://dergipark.org.tr/en/doi/10.17718/tojde.1414226", "accessDate": "2025-01-14T03:45:24Z", "PMID": "", "PMCID": "", "ISSN": "1302-6488", "archive": "", "archiveLocation": "", "shortTitle": "ONLINE CLASSROOM-BASED READING ASSESSMENT", "language": "", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "assessment" }, { "tag": "literacy" } ], "collections": [ "H9VRTZJF" ], "relations": {}, "dateAdded": "2025-01-14T03:45:24Z", "dateModified": "2025-01-14T03:45:40Z" } }, { "key": "8EHBB8RF", "version": 860, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/8EHBB8RF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/8EHBB8RF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "The Foundation for Blended and Online Learning", "numChildren": 0 }, "data": { "key": "8EHBB8RF", "version": 860, "itemType": "webpage", "title": "Digital Learning Strategies for Rural America A scan of policy and practice in K–12 education", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "The Foundation for Blended and Online Learning" } ], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://static1.squarespace.com/static/59381b9a17bffc68bf625df4/t/5abaa1a26d2a736740438e7b/1522180526905/FBOL-Digital-Learning-Strategies-for-Rural-America-March-2018-web.pdf", "accessDate": "2019-02-18T18:38:38Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2019-02-18T18:38:38Z", "dateModified": "2025-01-14T00:13:27Z" } }, { "key": "QJPQDT47", "version": 854, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/QJPQDT47", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/QJPQDT47", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "creatorSummary": "U.S. Department of Education", "numChildren": 0 }, "data": { "key": "QJPQDT47", "version": 854, "itemType": "webpage", "title": "Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "U.S. Department of Education" } ], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://tech.ed.gov/files/2017/01/NETP17.pdf", "accessDate": "2017-04-17T08:39:25Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2017-04-17T08:39:25Z", "dateModified": "2025-01-14T00:11:25Z" } }, { "key": "EZG42XMD", "version": 846, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/EZG42XMD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/EZG42XMD", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/285339/items/ESP2IXNP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "EZG42XMD", "version": 846, "parentItem": "ESP2IXNP", "itemType": "note", "note": "", "tags": [], "relations": {}, "dateAdded": "2025-01-14T00:06:37Z", "dateModified": "2025-01-14T00:06:37Z" } }, { "key": "ESP2IXNP", "version": 847, "library": { "type": "group", "id": 285339, "name": "VlnScholars", "links": { "alternate": { "href": "https://www.zotero.org/groups/vlnscholars", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/285339/items/ESP2IXNP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/vlnscholars/items/ESP2IXNP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1997574, "username": "rache65", "name": "Rachel Whalley", "links": { "alternate": { "href": "https://www.zotero.org/rache65", "type": "text/html" } } }, "numChildren": 1 }, "data": { "key": "ESP2IXNP", "version": 847, "itemType": "webpage", "title": "The New Zealand Annual Review of Education", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.victoria.ac.nz/education/research/nzaroe/issues-index/2009/pdf/text-Wylie.pdf", "accessDate": "2017-03-12T02:09:34Z", "shortTitle": "", "language": "", "rights": "", "extra": "The New Zealand Annual Review of Education Te Arotake a Tau o Te Ao o te Matauranga i Aotearoa (NZAROE) began in 1991 as a collaborative venture between the Department of Education at Victoria University of Wellington and the New Zealand Council for Educational Research. It is published in mid-year, normally June or July. 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Each school that participates in a VLN cluster contributes at least one course delivered by an e-teacher, allowing member schools access to any course offered through the VLN that they cannot offer locally. At present, there is no formal national training for the e-teachers, although individual clusters offer a range of training opportunities. This case study focused on the e-teachers’ perceptions of the learning curve required for them to be adequately and effectively prepared to teach in the virtual environment. Results indicated that the experiences of e-teachers in this new learning environment were positive, but still embedded in the norm of a school. Further, e-teachers desired professional development beyond learning how to use the technology, but wanted more assistance in developing their pedagogy to work in the online environment. It is recommended that VLN cluster administration, and the Ministry of Education, provide a range of professional development opportunities in a variety of formats. The focus of this professional development should move beyond the technological tools and focus on how to use those tools in a virtual learning environment.", "publicationTitle": "Journal of Open Flexible and Distance Learning", "publisher": "", "place": "", "date": "2013/05/15", "volume": "17", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "12-23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.jofdl.nz/index.php/JOFDL/article/view/195", "accessDate": "2019-08-29T04:35:30Z", "PMID": "", "PMCID": "", "ISSN": "1179-7673", "archive": "", "archiveLocation": "", "shortTitle": "The FarNet journey", "language": "en", "libraryCatalog": "www.jofdl.nz", "callNumber": "", "rights": "Copyright (c)", "extra": "", "tags": [ { "tag": "Virtual Learning Network", "type": 1 }, { "tag": "distance education", "type": 1 }, { "tag": "schools sector", "type": 1 }, { "tag": "video conferencing", "type": 1 } ], "collections": [ "WEWFCJSC" ], "relations": {}, "dateAdded": "2019-08-29T04:35:30Z", "dateModified": "2019-08-29T04:35:30Z" } } ]