A teacher perspective on using a hybrid virtual classroom for students with a chronic illness in mainstream primary and secondary schools

References

• . (2020). http://www.bedent.be/bednet-english
   Google Scholar
• A’Bear, D. (2014). Supporting the learning of children with chronic illness. Canadian Journal of Action Research, 15(1), 22–39. https://doi.org/10.1007/978-981-13-8161-4_8
   Google Scholar
• Benigno, V., Caruso, G., Fante, C., Ravicchio, F., & Trentin, G. (2014). The TRIS Project and the socio-educational inclusion of homebound students. International Journal of Technology and Inclusive Education, 5(1), 682–689. https://doi.org/10.20533/ijtie.2047.0533.2015.0088
   Google Scholar
• Bjork, M., Wiebe, T., & Hallstrom, I. (2009). An everyday struggle – Swedish families’ lived experiences during a child’s cancer treatment. Journal of Pediatric Nursing, 24(5), 423–432. https://doi.org/10.1016/j.pedn.2008.01.082
   PubMedGoogle Scholar
• Boonen, H., & Petry, K. (2012). How do children with a chronic or long-term illness perceive their school re-entry after a period of homebound instruction? Child: Care, Health and Development, 38(4), 490–496. https://doi.org/10.1111/j.1365-2214.2011.01279.x
   PubMed Web of Science ®Google Scholar
• Bresser, S. D. (2010). Ziek, maar toch op school [Master’s thesis]. University of Utrecht. http://igitur-archive.library.uu.nl/student-theses/2010-1028-200238/Masterthesis%20Bresser%2c%20SPM%20de-3198502.pdf
   Google Scholar
• Butz, N. T., & Stupnisky, R. H. (2016). A mixed methods study of graduate students’ self-determined motivation in synchronous hybrid learning environments. The Internet and Higher Education, 28, 85–95. https://doi.org/10.1016/j.iheduc.2015.10.003
   Web of Science ®Google Scholar
• Capurso, M., & Dennis, J. (2017). Key educational factors in the education of students with a medical condition. Support for Learning, 32(2), 158–179. https://doi.org/10.1111/1467-9604.12156
   Web of Science ®Google Scholar
• D’Agostino, N., Penney, A., & Zebrack, B. (2011). Providing developmentally appropriate psychosocial care to adolescent and young adult cancer survivors. Cancer: A Journal of the American Cancer Society, 117(S10), 2329–2334. https://doi.org/10.1002/cncr.26043
   Google Scholar
• Davis, F. (1985). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
   Google Scholar
• De Ridder, K. A., Pape, K., Johnsen, R., Holmen, T. L., Westin, S., Bjørngaard, J. H., & Dowd, J. B. (2013). Adolescent health and high school dropout: A prospective cohort study of 9000 Norwegian adolescents (the Young-HUNT). Plos ONE, 8(9), 1–7. https://doi.org/10.1371/journal.pone.0074954
   Web of Science ®Google Scholar
• Dillenbourg, P., & Hong, F. (2008). The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning, 3(1), 5–23. https://doi.org/10.1007/s11412-007-9033-1
   Web of Science ®Google Scholar
• Eisinga, R., Te Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach or Spearman-Brown? International Journal of Public Health, 58(4), 673–642. https://doi.org/10.1007/s00038-012-0416-3
   Google Scholar
• Ellis, S. J., Drew, D., Wakefield, C. E., Saikal, S. L., Punch, D., & Cohn, R. J. (2013). Results of a nurse-led intervention: Connecting pediatric cancer patients from the hospital to the school using videoconferencing technologies. Journal of Pediatric Oncology Nursing, 30(6), 333–341. https://doi.org/10.1177/1043454213514633
   PubMed Web of Science ®Google Scholar
• Fels, D., & Weiss, P. L. (2001). Video-mediated communication in the classroom to support sick children: A case study. International Journal of Industrial Ergonomics, 28(5), 251–263. https://doi.org/10.1016/S0169-8141(01)00020-8
   Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: Potential of the concept: State of the evidence. Review of Educational Research, 74(1), 59–119. https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
   Google Scholar
• Glaser, B. (1992). Basics of grounded theory analysis. Sociology Press.
   Google Scholar
• Hal, L., Van, Tierolf, B., Rooijen, M., V., Hoff, M., & van, D. (2019). Een actueel perspectief op kinderen en jongeren met een chronische aandoening in Nederland: Omvang, samenstelling en participatie. Jonker Verwey Instituut. https://www.verwey-jonker.nl/publicatie/een-actueel-perspectief-op-kinderen-en-jongeren-met-een-chronische-aandoening-in-nederland-omvang-samenstelling-en-participatie/
   Google Scholar
• Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Education Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
   Web of Science ®Google Scholar
• Hopkins, L., Green, J., Henry, J., Edwards, B., & Wong, S. (2014). Staying engaged: The role of teachers and schools in keeping young people with health conditions engaged in education. Australian Educational Researcher, 41(1), 25–41. https://doi.org/10.1007/s13384-013-0096-x
   Web of Science ®Google Scholar
• Huang, Y., Shu, F., Zhao, C., & Huang, J. (2017). Investigating and analyzing teaching effect of blended synchronous classroom. Sixth International Conference of Educational Innovation through Technology (EITT) (pp. 134–135). Osaka, Japan. https://doi.org/10.1109/EITT.2017.40
   Google Scholar
• Jackson, M. (2013). The special educational needs of adolescents living with chronic illness: A literature review. International Journal of Inclusive Education, 17(6), 543–554. https://doi.org/10.1080/13603116.2012.676085
   Web of Science ®Google Scholar
• Kaffenberger, C. J. (2006). School reentry for students with a chronic illness: A role for professional school counselors. Professional School Counseling, 9(3), 223–230. https://doi.org/10.1177/2156759X0500900312
   Google Scholar
• King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41(1), 33–40. https://doi.org/10.1207/s15430421tip4101_6
   Web of Science ®Google Scholar
• Kirkpatrick, K. M. (2020). Adolescents with chronic medical conditions and high school completion: The importance of perceived school belonging. Continuity in Education, 1(1), 50–63. https://doi.org/10.5334/cie.5
   Google Scholar
• Lum, A., Wakefield, C. E., Donnan, B., Burns, M. A., Fardell, J. E., Jaffe, A., Kasparian, N. A., Kennedy, S. E., Leach, S. T., Lemberg, D. A., & Marshall, G. M. (2019). School students with chronic illness have unmet academic, social, and emotional school needs. School Psychology, 34(6), 627–636. https://doi.org/10.1037/spq0000311
   Web of Science ®Google Scholar
• Maor, D., & Mitchem, K. (2015). Can technologies make a difference for hospitalized youth: Findings from research. Journal of Computer Assisted Learning, 31(6), 690–705. https://doi.org/10.1111/jcal.12112
   Web of Science ®Google Scholar
• Marteney, T., & Bernadowski, C. (2016). Teachers’ perceptions of the benefits of online instruction for students with special educational needs. British Journal of Special Education, 43(2), 178–194. https://doi.org/10.1111/1467-8578.12129
   Web of Science ®Google Scholar
• Martinez, Y., & Erickan, K. (2009). Chronic illness in Canadian children: What is the effect ofillness on academic achievement, and anciety and emotional disorders? Child: Care, Health and Development, 35(3), 391–401. https://doi.org/10.1111/j.1365-2214.2008.00916.x
   PubMed Web of Science ®Google Scholar
• Mokkink, L. B., van der Lee, J. H., Grootenhuis, M. A., Offringa, M., & Heymans, H. S. (2008). Defining chronic diseases and health conditions in childhood (0–18 years of age): National consensus in the Netherlands. European Journal of Pediatrics, 167(12), 1441–1447. https://doi.org/10.1007/s00431-008-0697-y
   PubMed Web of Science ®Google Scholar
• Mokkink, L. (2004). Omvang en gevolgen van chronische aandoeningen bij kinderen. Emma Kinderziekenhuis AMC. https://www.academia.edu/23403617/Omvang_en_gevolgen_van_chronische_aandoeningen_bij_kinderen
   Google Scholar
• Ørngreen, R., Levinsen, K. E. T., Jelsbak, V. A., Møller, K. L., and Bendsen, T. (2015). Simultaneous Class-based and Live Video Streamed Teaching: Experiences and derived principles from the Bachelor Programme in Biomedical Laboratory Analysis. In A. Jefferies, and M. Cubric (Eds.), Proceedings of 14th European Conference on e-Learning ECEL-2015Academic Conferences and Publishing International. https://www.academia.edu/19808141/Simultaneous_Class-based_and_Live_Video_Streamed_Teaching_Experiences_and_derived_principles_from_the_Bachelor_Programme_in_Biomedical_Laboratory_Analysis
   Google Scholar
• Pinquart, M., & Shen, Y. (2011). Depressive symptoms in children and adolescents with chronic physical illness: An updated meta-analysis. Journal of Pediatric Psychology, 36(4), 375–384. https://doi.org/10.1093/jpepsy/jsq104
   PubMed Web of Science ®Google Scholar
• Pinquart, M., & Teubert, D. (2012). Academic, physical, and social functioning of children and adolescents with chronic physical illness: A meta-analysis. Journal of Pediatric Psychology, 37(4), 376–389. https://doi.org/10.1093/jpepsy/jsr106
   PubMed Web of Science ®Google Scholar
• Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
   Google Scholar
• Raes, A., Vanneste, P., Pieters, M., Windey, I., Noortgate, W. V. D., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, 103682. https://doi.org/10.1016/j.compedu.2019.103682
   Web of Science ®Google Scholar
• Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256–267. https://doi.org/10.1080/15512169.2015.1077713
   Web of Science ®Google Scholar
• Rehn, N., Maor, D., & McConney, A. (2018). The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: Implications for training and professional development. Technology, Pedagogy and Education, 27(4), 1–13. https://doi.org/10.1080/1475939X.2018.1483265
   Web of Science ®Google Scholar
• Rice, M., & Dykman, B. (2018). The emerging research base for online learning and students with disabilities. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 189–206). ETC Press. https://doi.org/10.1184/R1/6686813
   Google Scholar
• Te Meerman, W., & Demoulin, L. (2005). Vraag en aanbod van ICT voor kinderen met een beperking, als gevolg van een chronische aandoening of handicap. Capgemini Nederland B.V.
   Google Scholar
• Thompson, A. L., Christiansen, H. L., Elam, M., Hoag, J., Irwin, M. K., Pao, M., Voll, M., Noll, R. B., & Kelly, K. P. (2015). Academic continuity and school reentry support as a standard of care in pediatric oncology. Pediatric Blood & Cancer, 62(S5), S805–S817. https://doi.org/10.1002/pbc.25760
   PubMedGoogle Scholar
• Van Heesch, M., Bosma, H., Traag, T., & Otten, F. (2012). Hospital admissions and school dropout: A retrospective cohort study of the ‘selection hypothesis’. European Journal of Public Health, 22(4), 550–555. https://doi.org/10.1093/eurpub/ckr129
   PubMed Web of Science ®Google Scholar
• Weitze, C. L. (2015). Pedagogical innovation in teacher teams: An organisational learning design model for continuous competence development. In I. A. Jefferies, and M. Cubric (Eds.), Proceedings of 14th European Conference on e-Learning ECEL-2015. Hatfield, United Kingdom (pp. 629-638). Academic Conferences and Publishing International. Proceedings of the European Conference on e-Learning.
   Google Scholar
• Wilkie, K., & Jones, A. (2008). Link and learn: Students connecting to their schools and studies using ICT despite chronic illness. The University of Melbourne. http://www.aare.edu.au/08pap/wil08169.pdf
   Google Scholar
• Wilkie, K. (2010). Academic continuity through online collaborations: Mathematics teachers support the learning of pupils with chronic illness during school absence. Interactive Learning Environments, 19(5), 519–535. https://doi.org/10.1080/10494820903545542
   Web of Science ®Google Scholar
• Yates, L. (2010). Keeping connected: Identity, social connection and education for young people living with chronic illness. Melbourne Graduate School of Education, the University of Melbourne. doi: 9780980823707
   Google Scholar
• Zhu, C., & Van Winkel, L. (2015). Using ICT-tool as a solution for the educational and social needs of long-term sick adolescents. Technology, Pedagogy and Education, 24(2), 231–245. https://doi.org/10.1080/1475939X.2013.856339
   Web of Science ®Google Scholar
• Ziezon. (2015). KlasseContact. http://www.ziezon.nl/ziezon-caring-about-taking-care-of-pupils-with-chronic-or-long-term-illnesses/klassecontact-off-sick-but-still-in-the-classroom/
   Google Scholar
• Zydney, J. M., McKimm, P., Lindberg, R., & Schmidt, M. (2019). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends, 63(2), 123–132. https://doi.org/10.1007/s11528-018-0344-z
   Web of Science ®Google Scholar