Primary and Secondary Virtual  Learning in New Zealand:   Examining the Process of      Achieving Maturity   Michael Barbo...
Virtual Learning Network     VLN Primary       Te Kura   Several tertiarys
Research PurposeTo capture, in a range of ways, information thatwill contribute to the knowledge base about thedevelopment...
Research Questions1.(a) What common barriers do e-learning  clusters face in their development towards  maturity and susta...
Research Questions1.(a) What common barriers do e-learning  clusters face in their development towards  maturity and susta...
Research Visits
Data Collected• Interviews  –   10 current & former ePrincipals  –   8 Principals & Deputy Principals  –   12 eTeachers, e...
Learning Communities Online Handbook, 2011
Common Obstacles• Lack of vision• Funding, resources  and the role of the  ePrincipal• Lack of inter-cluster  and intra-cl...
Lack of Vision• process of creating a vision  for an e-learning initiative is  critical and was clearly  evident in this d...
Resources, Funding & Role of the ePrincipal• technology-based  initiatives require  resources (e.g., tools,  leadership, t...
Lack of Inter- & Intra-Cluster Co-operation       Art History      5 Clusters + Te Kura     Level 3 Calculus        5 Clus...
Moving Forward• E-Learning Clusters  – coordinate activities between    clusters  – examine the role of VLN    leadership ...
Future Research• a national survey of  distance education  activity & processes  –   # of students  –   # of teachers  –  ...
YourQuestions  AndComments
AERA 2012 - Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity
AERA 2012 - Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity
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AERA 2012 - Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity

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Barbour, M. K., Wenmoth, D., & Davis, N. (2012, April). Primary and secondary virtual learning in New Zealand: Examining the process of achieving maturity. A paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

This proposal describes a study into the development of virtual learning in New Zealand, specifically the obstacles that e-learning clusters face or have faced in their journey to sustainability and maturity through the lens of the Learning Communities Online Handbook. Using a variety of data collection methods, the researchers identified three common barriers, including a lack of a coherent vision, difficulty in securing the necessary funding and resources, and a lack of collaboration and cooperation within and between clusters. Based on these findings, it is recommended that individual e-learning clusters develop specific strategies to encourage greater collaboration between clusters and work towards greater consistency between their activities, including professional and organizational development and also of the approaches to virtual learning.

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AERA 2012 - Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity

  1. 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
  2. 2. Virtual Learning Network VLN Primary Te Kura Several tertiarys
  3. 3. Research PurposeTo capture, in a range of ways, information thatwill contribute to the knowledge base about thedevelopment of virtual schooling in NewZealand, in particular, how the LearningCommunities Online Handbook is being usedto assist and inform this development.
  4. 4. Research Questions1.(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?
  5. 5. Research Questions1.(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. 6. Research Visits
  7. 7. 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.
  8. 8. Learning Communities Online Handbook, 2011
  9. 9. Common Obstacles• Lack of vision• Funding, resources and the role of the ePrincipal• Lack of inter-cluster and intra-cluster co- operation
  10. 10. 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
  11. 11. 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)
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. YourQuestions AndComments

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