Sustainability and Maturity of    K-12 Online LearningOrganizations in New Zealand   Michael Barbour, Wayne State Universi...
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 Visits
Research Visits• 9 current or emerging clusters• 3 VLN-related projects• 13 schools• 1 health school• Te Kura• 9 tertiary ...
Data Collected• Interviews  –   10 current & former ePrincipals  –   8 Principals & Deputy Principals  –   12 eTeachers, e...
Learning Communities Online Handbook, 2011
Research Questions1.(a) What common barriers do e-learning  clusters face in their development towards  maturity and susta...
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...
Research Questions1.(a) What common barriers do e-learning  clusters face in their development towards  maturity and susta...
Wenmoth (2010)
Pockets of Innovation• Changing teacher  practice• Opening classrooms• Mentor teacher• Considering student  learning space
Davis (2007)
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
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand
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AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand

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Barbour, M. K., Wenmoth, D., & Davis, N. (2012, November). Sustainability and maturity of K-12 online learning organizations in New Zealand. A paper presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.

This session describes a study into the development of K-12 online learning in New Zealand, specifically the obstacles e-learning clusters face to achieve sustainability and maturity through the lens of the Learning Communities Online Handbook. Using a variety of data collection methods, the researcher identified three common barriers and four examples of networked schools. Based on these findings, it is recommended e-learning clusters encourage greater collaboration between clusters and greater consistency of activities.

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AECT 2012 - Sustainability and Maturity of K-12 Online Learning Organizations in New Zealand

  1. 1. Sustainability and Maturity of K-12 Online LearningOrganizations in New Zealand 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 Visits
  6. 6. Research Visits• 9 current or emerging clusters• 3 VLN-related projects• 13 schools• 1 health school• Te Kura• 9 tertiary institutions
  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. 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?
  10. 10. Common Obstacles• Lack of vision• Funding, resources and the role of the ePrincipal• Lack of inter-cluster and intra-cluster co- operation
  11. 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. 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. 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. 14. 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?
  15. 15. Wenmoth (2010)
  16. 16. Pockets of Innovation• Changing teacher practice• Opening classrooms• Mentor teacher• Considering student learning space
  17. 17. Davis (2007)
  18. 18. 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
  19. 19. 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
  20. 20. YourQuestions AndComments

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