Ch 1 The Landscape of K-12 Online Learning

What Works in K12 Online Learning

Cathy Cavanaugh, University of North Florida

Tom Clark, TA Consulting

Chapter 1

Ch 1 Introduction

IN THIS CHAPTER, we present an overview of the current status of K-12 online learning, evidence of its effectiveness, and recommendations for research, policy, and practice.

Ch 1 Emergence of K-12 Online Learning

Public and private education in the United States is primarily regulated at the state level

Very few online learning programs in other parts of the world

K-12 online learning programs are primarily a North American phenomenon.

Ch 1 Emergence of K-12 Online Learning

Watson, Winograd, and Kalmon (2004) define online learning as "education in which instruction and content are delivered primarily via the Internet"

A virtual school or online learning program offers formal instruction and other resources that comprise a course of study.

Ch 1 Emergence of K-12 Online Learning

Online learning is a type of distance education, in which teacher and learners are separate in time or space.

Distance education may be electronic, such as online or video-based study, or non-electronic, such as print-based independent study.

Ch 1 K-12 Online Learning Growth

Ch 1 Global Reach ofK-12 Online Learning

Online learning is only beginning to emerge in Asian and African schools.

Nations with a history of K-12 distance education, such as Australia and the United Kingdom, have begun to move into online learning at the elementary and secondary levels.

Canada has considerable virtual schooling underway

Ch 1 Types of K-12 Online Learning Programs

Most programs still target high school students

Remedial study has also become a major focus in K-12 online learning.

K-12 online learning programs may be organized in many ways.

• independent study high schools • cyber charter schools • private for-profit and nonprofit organizations

Ch 1 Types of K-12 Online Learning Programs

Statewide online learning programs State Provided

Online learning consortia Pooling Resources

College-or university-based Most K-12 provided by colleges

Cyber charters Charter Schools

Local school programs Local districts vary

Private providers. Private Company Providers

Ch 1 Factors in the Growth ofK-12 Online Learning

• Tradition of distance and computer-based education

• Emergence of the World Wide Web• High levels of computer and Internet access• Widespread use in schools• Government policies and funding mechanisms

that promote online learning • educational equity is a

problem

Ch 1 Progress in Implementing K-12 Online Learning

U.S. Dept. Education Goals

1.Provide every student access2.Training for every teacher3.Explore creative funding methods 4.Encourage the e-Iearning options to meet NCLB requirements for highly qualified teachers, supplemental services, and parental choice5.Develop quality measures and accreditation standards

Ch 1 Effectiveness of K-12 Online Learning

Need information from research and experienced practitioners about best practices

Well-designed distance education courses are important

Distance education programs may have lower student retention rates depending on how retention is defined

Ch 1 Successful Student Characteristics

Acceleration or advanced courses

Students with conventional learning strategies

Motivation

Participation in a structured online course

Ch 1 Course Design Factors

Collaborative project-based design

Access to models and portfolios

Well-structured courses (pg 13)

The use of multi-media

Communication using visual symbols and diagrams

Ch 1 Schnitz and Azbell (2004) guidelines

Online materials must be visual and dynamic, downloadable and printer-friendly, randomly accessible and manipulable, conducive to production/interaction, documented to model appropriate permissions and copyright alignments, instructionally aware of and prepared for remote use, aware of the audience, assessable and accountable, and easily updatable.

Ch 1 Instructional Factors

• Teacher quality • Online teachers need to work differently in time

and space• Teachers who have developed skill in applying

reciprocal teaching to Web-based reading • Interaction is at the heart of online learning • Simultaneous use of a number of tools in

combination

Ch 1 Technological Approaches

New technologies and tools are adopted in virtual courses to decrease the constraints of the online environment

The teacher's work can be streamlined when the intelligent testing and diagnosis system identifies poorly learned and well-learned concepts

Ch 1 Administrative Practices

Virtual school effectiveness is influenced by administrative practices

Public schools serve at-risk and remediation students who have benefited from mentors, on-site support staff, counseling, or technical support, because decision makers recognized the need for services

Ch1 Recommendations for Research, Policy, and Practice

Student Characteristics

Development of programs or course modules that foster the abilities known to result in success: self-discipline, motivation, responsibility, and organization

Ch1 Recommendations for Research, Policy, and Practice

Course Design

Sustained research in how to advance skills online accompanied by detailed study of the demands of the content areas will aid course designers

Ch1 Recommendations for Research, Policy, and Practice

Instructional Practices and Technology

Online courses seem to work best for well-defined knowledge domains and pose greater challenge for ill-defined learning and complex skills. Research is needed to develop tools in psychomotor subjects as well as in abstract, complex subjects.

Ch1 Recommendations for Research, Policy, and Practice

Administration and Policy

Standards must be developed that will enable reporting of outcomes of online learning programs that have a level of consistency so as to facilitate comparison and benchmarking across programs

Ch1 Conclusion

• Global trends are changing the nature of education.

• Innovative entrepreneurs, corporations, and nations have created a worldwide marketplace

• The use of technology in schools has not met its full potential

• K-12 online learning has the potential to improve educational outcomes worldwide. The following chapters add detailed examples and strategies for online teachers

Ch 1 The Landscape of K-12 Online Learning

Thanks for your attention!