Jered Borup
Biographic Data
| ID | 222245 |
|---|---|
| NAME | Jered Borup |
| GIVEN NAMES | Jered |
| FAMILY NAME | Borup |
| SIGNATURE | BORUP J |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0002-5756-6246 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Behind the screen
Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 pa…
K-12 blended learning readiness in emerging contexts exploring the readiness of institutions, teachers, and students in Mongolia
Development and validation of the Hope (Helping Online Parents with Engagement) instrument for measuring parents’ ability to support online learner engagement
Exploring the evolution of field experiences in P-12 online settings
A systematic reexamination of field experiences in PK-12 online environments in the United States
Harnessing the Power of Generative AI to Support ALL Learners
While generative AI such as ChatGPT has important drawbacks, it can potentially unlock new types of learning and support – specially for English learners and students with disabilities – by facilitating teachers’ Universal Design for Learning (UDL) efforts. As generative AI is quickly becoming an integral part of our lives (e.g., being incorporated into existing tools such as Google products), teachers will need to decide how they can use and ben…
“Someone in Their Corner”
Despite increased interest in K–12 online education, student engagement deficits and the resulting student attrition remain widespread issues. The Academic Communities of Engagement (ACE) framework theorizes that two groups support online student engagement: the personal community of support and the course community of support. However, more evidence is needed to understand how members of these communities, especially parents, support students in…
The impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university context
This research used three scales to explore ethnicity and other variables' effects on university students' self-assessed academic help-seeking. The scores from each respective scale were regressed onto academic and demographic variables. In two of the three regression models, Age was the only significant factor, older students self-assessing as less avoidant and more persuaded of the benefits of help-seeking. However, investigating an interaction …
Online learner engagement
Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psycholog…
Revising and Validating the Community of Inquiry Instrument for Moocs and other Global Online Courses
Globally, online course enrollments have grown, and English is often used as a lingua franca for instruction. The Community of Inquiry (CoI) framework can inform the creation of more supportive, interaction-rich online learning environments. However, the framework and its accompanying validated instrument were created in North America, limiting researchers’ ability to use the instrument in courses where participants have varying levels of English…
The Role of the Advocate in Cyber Schools during the Covid-19 Pandemic
Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a fu…
Academic Communities of Engagement
Picturing Them Right in Front of Me”
An Academic Experience of a Lifetime
Improving online social presence through asynchronous video
Harnessing the Power of Generative AI to Support ALL Learners
While generative AI such as ChatGPT has important drawbacks, it can potentially unlock new types of learning and support – specially for English learners and students with disabilities – by facilitating teachers’ Universal Design for Learning (UDL) efforts. As generative AI is quickly becoming an integral part of our lives (e.g., being incorporated into existing tools such as Google products), teachers will need to decide how they can use and ben…
Picturing Them Right in Front of Me”
The impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university context
This research used three scales to explore ethnicity and other variables' effects on university students' self-assessed academic help-seeking. The scores from each respective scale were regressed onto academic and demographic variables. In two of the three regression models, Age was the only significant factor, older students self-assessing as less avoidant and more persuaded of the benefits of help-seeking. However, investigating an interaction …
Improving online social presence through asynchronous video
An Academic Experience of a Lifetime
Picturing Them Right in Front of Me”
Academic Communities of Engagement
Online learner engagement
Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psycholog…
Revising and Validating the Community of Inquiry Instrument for Moocs and other Global Online Courses
Globally, online course enrollments have grown, and English is often used as a lingua franca for instruction. The Community of Inquiry (CoI) framework can inform the creation of more supportive, interaction-rich online learning environments. However, the framework and its accompanying validated instrument were created in North America, limiting researchers’ ability to use the instrument in courses where participants have varying levels of English…
The Role of the Advocate in Cyber Schools during the Covid-19 Pandemic
Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a fu…
“Someone in Their Corner”
Despite increased interest in K–12 online education, student engagement deficits and the resulting student attrition remain widespread issues. The Academic Communities of Engagement (ACE) framework theorizes that two groups support online student engagement: the personal community of support and the course community of support. However, more evidence is needed to understand how members of these communities, especially parents, support students in…
The impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university context
This research used three scales to explore ethnicity and other variables' effects on university students' self-assessed academic help-seeking. The scores from each respective scale were regressed onto academic and demographic variables. In two of the three regression models, Age was the only significant factor, older students self-assessing as less avoidant and more persuaded of the benefits of help-seeking. However, investigating an interaction …
Harnessing the Power of Generative AI to Support ALL Learners
While generative AI such as ChatGPT has important drawbacks, it can potentially unlock new types of learning and support – specially for English learners and students with disabilities – by facilitating teachers’ Universal Design for Learning (UDL) efforts. As generative AI is quickly becoming an integral part of our lives (e.g., being incorporated into existing tools such as Google products), teachers will need to decide how they can use and ben…
Exploring the evolution of field experiences in P-12 online settings
A systematic reexamination of field experiences in PK-12 online environments in the United States
Behind the screen
Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 pa…
K-12 blended learning readiness in emerging contexts exploring the readiness of institutions, teachers, and students in Mongolia
Development and validation of the Hope (Helping Online Parents with Engagement) instrument for measuring parents’ ability to support online learner engagement
Psychology (11 works) · Computer Science (8 works) · Pedagogy (8 works) · Mathematics education (7 works) · Online and Blended Learning (7 works) · Innovative Teaching and Learning Methods (6 works) · Multimedia (5 works) · Educational technology (4 works) · Sociology (4 works) · World Wide Web (4 works)