Research supports the fact that online learning can be effective for learners in a variety of ways. However, it does depend on how that online learning is designed, taught and supported. The VLN Primary use research-based practices, along with decades of experience, to provide effective learning for students.
Our research based documents:
(research that we have directly contributed to)
- Collaboration across New Zealand rural primary schools: A virtual learning perspective
- CoOL or not CoOL? Learning an Asian language online in the context of communities of online learning.
- On-line distance education research final report to the Ministry of Education (Cognition Education)
- Connecting to expert teachers virtually
- Supporting Online Learners
- Addressing Learner Needs: An Example from the VLN Primary
NZ research based documents:
(research about online learning in NZ, some written or contributed to by us - ordered chronologically)
Lindsay, L. & Whalley, R. (2020) Building Resilience in NZ schools through online learning in Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). Association for the Advancement of Computing in Education (AACE). Retrieved July 29, 2020 from https://www.learntechlib.org/p/216903/.
Whalley, R. , K. Barbour, M. (2020). Collaboration and Virtual Learning in New Zealand Rural Primary Schools: A Review of the Literature . Turkish Online Journal of Distance Education, 21 (2) , 102-125 . DOI: 10.17718/tojde.727983
Pratt, K. (2018). K-12 online and blended Learning in Aotearoa New Zealand. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 617-630). Pittsburgh, PA: ETC Press. Retrieved from https://ndownloader.figshare.com/files/12212651
Kwok-Wing Lai (2017) Pedagogical practices of NetNZ teachers for supporting online distance learners,Distance Education, 38:3, 321-335, DOI: 10.1080/01587919.2017.1371830
Williamson-Leadley, S., &Pratt, K. (2017). New Zealand teacher educators’ knowledge of and attitudes towards online and blended learning (pp. 724–726). Presented at the Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/177875/
Ali, A. (2017). The development of the learning exchange schools in New Zealand: An actor network theory and complexity theory analysis.Victoria University, Wellington: New Zealand. Retrieved from https://goo.gl/DXshr7
Ali, A., Yoong, P., & Sylvester, A. (2016). Barriers inhibiting the development of a self-sustaining virtual learning cluster of schools in New Zealand: The case of the C-Net cluster. In Proceedings of Australasian Conference on Information Systems. Atlanta, GA: Association for Information Systems. Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1028&context=acis2016
Ali, A., Yoong, P., & Sylvester, A. (2016). The development of a virtual learning cluster in Rural New Zealand secondary schools: A case study. In T.-P. Liang & S.-Y. Hung (Eds.), Proceedings of the 20th Pacific Asia Conference on Information Systems. Atlanta, GA: Association for Information Systems. Retrieved from https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1045&context=pacis2016
Barbour, M., Davis, N., & Wenmoth, D. (2016). Primary and secondary virtual learning in New Zealand: Examining the process of achieving maturity. International Journal on E-Learning, 15(1), 27-45.
Ali, A. (2013). The development of the Virtual Learning Network in New Zealand: An actor network theory analysis. In Proceedings of New Zealand Information Systems Doctoral Conference. Auckland: Professors and Heads of Information Systems, New Zealand. Retrieved from http://docs.business.auckland.ac.nz/Doc/Arif_Ali_NZISDC2013_Paper.pdf
Barbour, M., & Bennett, C. (2013). The FarNet journey: Effective teaching strategies for engaging Mãori students on the Virtual Learning Network. Journal of Open, Flexible, and Distance Learning, 17(1), 12-23. Retrieved from https://www.learntechlib.org/p/147987/article_147987.pdf
Barbour, Michael K. & Wenmoth, D. (2013) Virtual Learning as an Impetus for Educational Change: Charting a Way Forward for Learning in New Zealand. CORE Education Research Report. Christchurch, New Zealand: CORE Education, 2013. Retrieved from https://goo.gl/aiBqZA
Barbour, M. K., Davis, N., & Wenmoth, D. (2013). Networked Schools in New Zealand: Examples from the Virtual Learning Network. In Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4102–4107). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.org/p/48763/
Pratt, K., & Pullar, K. (2013). OtagoNet: One region’s model for virtual schooling. Journal of Open, Flexible, and Distance Learning, 17(1), 1-11. Retrieved from https://www.learntechlib.org/p/147988/article_147988.pdf
Bennett, C., & Barbour, M. (2012). The FarNet journey: Perceptions of Maori students engaged in secondary online learning. Journal of Open, Flexible, and Distance Learning, 16(1), 83-98. Retrieved from https://www.learntechlib.org/p/147974/article_147974.pdf
Barbour, M. K. (2011). Primary and secondary e-learning: Examining the process of achieving maturity. Christchurch, New Zealand: Distance Education Association of New Zealand. Retrieved from https://goo.gl/z1QP1p
Powell, A., & M. K. Barbour. Tracing international differences in online learning development: An examination of government policies in New Zealand's Secondary Schools. Journal of Open, Flexible and Distance Learning, 15.1 (2011): 75–89. Retrieved from https://goo.gl/XLjKqX
Stevens, K. M. (2011). The distribution of instructional leadership in eLearning clusters: an ecological perspective. Retrieved from https://ir.canterbury.ac.nz/handle/10092/5446
Ministry of Education. (2011). Learning communities online: A support handbook for cluster schools. Wellington: New Zealand. Retrieved from http://www.vln.school.nz/groups/profile/2644/lco-handbook
Roberts, R. (2010). Increasing access for learners – The Virtual Learning Network.In V. Ham & D. Wenmoth (Eds.), e-Learnings: Implementing a national strategy for ICT in education, 1998-2010 (pp. 144-152). Christchurch, New Zealand: CORE Education Ltd.
Roberts, R. (2010) Teaching Under the Microscope - Trends in Online Learning, in Proceedings of ULearn10 - Research Stream. 6 - 8 October, 2010, Christchurch Convention Centre, New Zealand. N. Dabner, S. Bailey, J. Johnson, N. Davis Eds. Available https://goo.gl/qobj2C
Roberts, R. (2009). Video conferencing in distance learning: A New Zealand schools’ perspective. Journal of Distance Learning, 13(1), 91–107.
Bolstad, R., & Lin, M. (2009).Students’ experiences of learning in virtual classrooms. Wellington, New Zealand: Ministry of Education. Retrieved from https://goo.gl/IvxldH
Walsh-Pasco, L. (2005) From teletubbies to teleteacher: Effective practices in video conference teaching. Ministry of Education 2004 eFellow report. Retrieved from https://goo.gl/6huVPG
Stevens, K. (2010). The use of media in teacher education through open and distance learning. In P. A. Danaher & A. Umar (Eds.), Teacher Education through Open and Distance Learning (pp. 93-104). Vancouver, BC: Commonwealth of Learning. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=106
Stevens, K. (1996), The Technological Challenge to the Notion of Rurality in New Zealand Education - Repositioning the Small School. New Zealand Annual Review of Education, 5, 93 - 102. Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/1114
Wenmoth, D. (1996). Learning in the distributed classroom. SET Research Information for Teachers, 2(4). 1–4 https://goo.gl/pb4tw7