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Unbounded Reading: Why Online Learning for K-12 Students Should Be a Literacy Issue
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Author(s):
Dixie D. Massey (University of Washington, USA)
Copyright:
2015
Pages:
19
Source title:
Exploring the Effectiveness of Online Education in K-12 Environments
Source Author(s)/Editor(s):
Tina L. Heafner
(University of North Carolina at Charlotte, USA),
Richard Hartshorne
(University of Central Florida, USA)and
Teresa Petty
(University of North Carolina at Charlotte, USA)
DOI:
10.4018/978-1-4666-6383-1.ch004
Keywords:
Education
/
Information Science Reference
/
K-12 Education
/
Learning Assessment and Measurement
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Unbounded Reading: Why Online Learning for K-12 Students Should Be a Literacy Issue
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Abstract
Students' reading abilities and achievements are the focus of numerous national and international reports. At the same time, research on K-12 distance education offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter overviews the limited research about reading in online courses. The author then examines the potential of reading in online courses through bounded and unbounded contexts. The chapter concludes with instructional opportunities for teachers of online courses when designing reading assignments.
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