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Primary and Secondary Virtual
  Learning in New Zealand:
   Examining the Process of
      Achieving Maturity

   Michael Barbour, Wayne State University
      Derek Wenmoth, CORE Education
     Niki Davis, University of Canterbury
AERA 2012 - Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity
Virtual Learning Network
     VLN Primary
       Te Kura
   Several tertiary's
Research Purpose
To capture, in a range of ways, information that
will contribute to the knowledge base about the
development of virtual schooling in New
Zealand, in particular, how the Learning
Communities Online Handbook is being used
to assist and inform this development.
Research Questions
1.(a) What common barriers do e-learning
  clusters face in their development towards
  maturity and sustainability?
  (b) How have mature and sustainable clusters
  overcome those barriers?

2.What are some examples of how networked
  schools are emerging in the New Zealand
  context?
Research Questions
1.(a) What common barriers do e-learning
  clusters face in their development towards
  maturity and sustainability?
  (b) How have mature and sustainable clusters
  overcome those barriers?

2.What are some examples of how networked
  schools are emerging in the New Zealand
  context?
Research Visits
Data Collected
• Interviews
  –   10 current & former ePrincipals
  –   8 Principals & Deputy Principals
  –   12 eTeachers, eDeans & Facilitators
  –   18 Students


• Observations
  – 12 video conferencing session
  – 10 asynchronous work locations

• Document Analysis
  – reports, courses, data, school newsletter, cluster info, etc.
Learning Communities Online Handbook, 2011
Common Obstacles
• Lack of vision

• Funding, resources
  and the role of the
  ePrincipal

• Lack of inter-cluster
  and intra-cluster co-
  operation
Lack of Vision
• process of creating a vision
  for an e-learning initiative is
  critical and was clearly
  evident in this data
• clusters with greatest
  support were those able to
  articulate a vision that went
  beyond the provision of
  distance education courses
  & opportunities that the
  tools could provide
• sustainable vs. mature
Resources, Funding & Role of the ePrincipal
• technology-based
  initiatives require
  resources (e.g., tools,
  leadership, teachers, PD)
• funding e-learning
   o put in a teacher, get access to
     enrolments
   o contribute money or % of a
     teacher for cluster leadership
• little consistency in job
  description (i.e., principal
  of an online school)
Lack of Inter- & Intra-Cluster Co-operation

       Art History      5 Clusters + Te Kura

     Level 3 Calculus        5 Clusters

     Level 2 Physics         4 Clusters

     Level 3 Physics         4 Clusters

     Level 3 Spanish         4 Clusters

       30 courses           2+ Clusters
Moving Forward
• E-Learning Clusters
  – coordinate activities between
    clusters
  – examine the role of VLN
    leadership & whether there is
    geographic or like-minded
    rationalisation that can occur


• Ministry of Education
  • continue services
  • create content repository
  • fund regional leadership
Future Research
• a national survey of
  distance education
  activity & processes
  –   # of students
  –   # of teachers
  –   # of courses
  –   which courses
  –   resource model
  –   technologies/software


• include VLN clusters,
  Loops, Te Kura, health
  schools, tertiary groups
Your
Questions
  And
Comments
AERA 2012 - Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity

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  • 1. Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity Michael Barbour, Wayne State University Derek Wenmoth, CORE Education Niki Davis, University of Canterbury
  • 3. Virtual Learning Network VLN Primary Te Kura Several tertiary's
  • 4. Research Purpose To capture, in a range of ways, information that will contribute to the knowledge base about the development of virtual schooling in New Zealand, in particular, how the Learning Communities Online Handbook is being used to assist and inform this development.
  • 5. Research Questions 1.(a) What common barriers do e-learning clusters face in their development towards maturity and sustainability? (b) How have mature and sustainable clusters overcome those barriers? 2.What are some examples of how networked schools are emerging in the New Zealand context?
  • 6. Research Questions 1.(a) What common barriers do e-learning clusters face in their development towards maturity and sustainability? (b) How have mature and sustainable clusters overcome those barriers? 2.What are some examples of how networked schools are emerging in the New Zealand context?
  • 8. Data Collected • Interviews – 10 current & former ePrincipals – 8 Principals & Deputy Principals – 12 eTeachers, eDeans & Facilitators – 18 Students • Observations – 12 video conferencing session – 10 asynchronous work locations • Document Analysis – reports, courses, data, school newsletter, cluster info, etc.
  • 10. Common Obstacles • Lack of vision • Funding, resources and the role of the ePrincipal • Lack of inter-cluster and intra-cluster co- operation
  • 11. Lack of Vision • process of creating a vision for an e-learning initiative is critical and was clearly evident in this data • clusters with greatest support were those able to articulate a vision that went beyond the provision of distance education courses & opportunities that the tools could provide • sustainable vs. mature
  • 12. Resources, Funding & Role of the ePrincipal • technology-based initiatives require resources (e.g., tools, leadership, teachers, PD) • funding e-learning o put in a teacher, get access to enrolments o contribute money or % of a teacher for cluster leadership • little consistency in job description (i.e., principal of an online school)
  • 13. Lack of Inter- & Intra-Cluster Co-operation Art History 5 Clusters + Te Kura Level 3 Calculus 5 Clusters Level 2 Physics 4 Clusters Level 3 Physics 4 Clusters Level 3 Spanish 4 Clusters 30 courses 2+ Clusters
  • 14. Moving Forward • E-Learning Clusters – coordinate activities between clusters – examine the role of VLN leadership & whether there is geographic or like-minded rationalisation that can occur • Ministry of Education • continue services • create content repository • fund regional leadership
  • 15. Future Research • a national survey of distance education activity & processes – # of students – # of teachers – # of courses – which courses – resource model – technologies/software • include VLN clusters, Loops, Te Kura, health schools, tertiary groups