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  • 1. Exploring Models ofEffective Primary andSecondary e-Learning Michael K. Barbour Assistant Professor Wayne State University
  • 2. History of Primary & SecondaryDistance Education in North America
  • 3. History of Primary & Secondary E-Learning in North America
  • 4. E-Learning EnvironmentT = Teacher F = Facilitator/proctor A =Administrator/GuidanceS = Student P = Parent IT = Technology Coordinator
  • 5. Three Roles of E-Learning TeachersVirtual School Designer: Course Development •design instructional materials •works in team with teachers and a virtual school to construct the online course, etc.Virtual School Teacher: Pedagogy & Class Management •presents activities, manages pacing, rigor, etc. •interacts with students and their facilitators •undertakes assessment, grading, etc.Virtual School Site Facilitator: Mentoring & Advocating •local mentor and advocate for student(s) •proctors & records grades, etc. Davis (2007)
  • 6. Importance of the School-Based Personnel• Serve as the local “eyes and ears” for the online instructor• Track student progress• Communicate with the online instructor, school administration and parents• Address any concerns to staff and the help desk• Assign final grade to the student after the percentile score is submitted by the online instructor• Help student stay on track and successfully progress through the course
  • 7. Teacher Education Goes Into Virtual Schooling (Iowa State University) http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
  • 8. Teacher Education Goes Into Virtual Schooling (Iowa State University) http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
  • 9. Supporting K-12 Online Learning inMichigan (Wayne State University) http://itlab2.coe.wayne.edu/it6230/michigan/
  • 10. E-Learning Environment
  • 11. Importance of the Learning Coach• Performs the oversight function• Assists with student motivation• Encourages student to seek help• Regular access with online instructor and to learning management system
  • 12. E-Learning Environment• Often use database-driven courses• Presence of subject matter teachers in lab space - also perform motivational and oversight role• Lab space generally open non- traditional hours• Students have required lab time - can earn more unsupervised time
  • 13. Characteristics of Successful e-Learners • Self-motivated • Independent learner • Computer literate • Time management • Effective writing skills • Personal commitment
  • 14. Educational Success Prediction Instrument• Access to and expertise with computers• Organization and self-regulation• Beliefs about achievement• Responsibility• Risk-taking Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008) Toward practical procedures for predicting and promoting success in virtual school students. American Journal of Distance Education, 22(2), 90–109.
  • 15. What
Else
Do
We
Know from
the
Research?
  • 16. Difficulty
with
Primary
and Secondary
E‐Learning
ResearchOnline
 7
principles
of
 Interviews
with
teachers
and
course
Course
 effec<ve
online
 developers
at
a
single
virtual
school,
Design course
content
 with
no
verifica<on
of
whether
the
 for
adolescent
 interviewees’
percep<ons
were
actually
Barbour
 learners effec<ve
or
any
student
input
at
all
for
(2005;
2007) that
maHer.Online
 
37
best
 Interviews
with
teachers
at
a
single
Teaching prac<ces
in
 virtual
school
selected
by
the
virtual
 asynchronous
 school
itself.
Their
teachers’
beliefs
were
 online
teaching
 not
validated
through
observa<on
of
the
DiPietro
et
 teaching
or
student
performance.al.
(2008)
  • 17. What
We
Do
Know
  • 18. Teachers
and
Teaching
MaAer• Providing
forma<ve
evalua<on
(d=0.90)• Micro
teaching
(d=0.88)• Teacher
clarity
(d=0.75)• Providing
feedback
(d=0.73)• Teacher‐student
rela<onships
(d=0.72)• Teaching
strategies
(d=0.60)• Coopera<ve
vs.
individualis<c
learning
(d=0.59)• Study
skills
(d=0.59)• Direct
instruc<on
(d=0.59)• Mastery
learning
(d=0.58)• Worked
examples
(d=0.57)• Concept
mapping
(d=0.57)• Goals
(d=0.56)• Peer
tutoring
(d=0.55)• Coopera<ve
vs.
compe<<ve
learning
(d=0.54)
  • 19. Two Key Points• Introducing technology alone is never enough.• Big gains in productivity come when new technologies are combined with new ways of doing business.
  • 20. Two Key Points• Introducing technology alone is never enough.• Big gains in education come when new technologies are combined with new ways of teaching.