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Michael Barbour
Sacred Heart University
Full-Time Model
Virtual School Designer: Course Development
 design instructional materials
 works in team with teachers and a virtual s...
Developed by team on behalf of the
online program
 a team of teachers, multimedia specialists,

instructional designers
...
Copyright
 who owns the content?
 what happens if teacher leaves?

Expertise/Training
 “more than 31% of teachers repor...
Similar to classroom-based teaching, with
differences
 time management, creation of materials,

understanding current tec...
Online teaching is more work
 CDLI class size limit (official & unofficial)
 asynchronous instruction in particular

Lac...
Critical to the success of students
 research has shown the presence of active facilitators increase

student performance...
Support for the facilitator
 the allocation of one teaching per school for

each 175 students to support the delivery of
...
Lack of professional development
 less than 40% of online teachers reported to

receiving any professional development be...
Director of Doctoral Studies
Sacred Heart University, USA

mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtua...
E-Learn 2013 - K-12 Online Learning and the Diffusion of the Teacher
E-Learn 2013 - K-12 Online Learning and the Diffusion of the Teacher
E-Learn 2013 - K-12 Online Learning and the Diffusion of the Teacher
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E-Learn 2013 - K-12 Online Learning and the Diffusion of the Teacher

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Barbour, M. K. (2013, October). K-12 online learning and the diffusion of the teacher. A paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.

Published in: Education
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E-Learn 2013 - K-12 Online Learning and the Diffusion of the Teacher

  1. 1. Michael Barbour Sacred Heart University
  2. 2. Full-Time Model
  3. 3. Virtual 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)
  4. 4. Developed by team on behalf of the online program  a team of teachers, multimedia specialists, instructional designers  work for hire/contract Developed by the online teacher  hired to teach a non-existent course  course developed throughout semester
  5. 5. Copyright  who owns the content?  what happens if teacher leaves? Expertise/Training  “more than 31% of teachers reported receiving no training in online lesson design” (Rice & Dawley,2007, p. 26)  to create one hour of training it took 43 hours for instructor-led, 79 hours for basic e-learning, 184 hours for interactive e-learning, and 490 hours for advanced e-learning (Chapman Alliance, 2010) Lack of Research to Guide Practice  studies have focused on unreliable and invalid measures  primary data has been teacher and developer perceptions  no open access research-based standards
  6. 6. Similar to classroom-based teaching, with differences  time management, creation of materials, understanding current technology and working with a student one-on-one (Kearsley & Blomeyer, 2004)  work differently to have positive communication and assessments, using non-verbal communication, time is needed for teachers to become comfortable with technology, shift occurring from teacher-centered to studentcentered learning (Easton, 2003)
  7. 7. Online teaching is more work  CDLI class size limit (official & unofficial)  asynchronous instruction in particular Lack of reliable and valid empirical research  most research is based on teacher perceptions What is known about teacher training  learn online in order to teach online  works in team with teachers and a virtual school to construct the online course, etc.
  8. 8. Critical to the success of students  research has shown the presence of active facilitators increase student performance (Roblyer, Freeman, Stabler, & Schneidmiller, 2007)  a trained facilitator also has a positive impact on student performance (UNC-Chapel Hill) Facilitator should  monitor student activities  support students soft learning skills Facilitator should not  provide regular tutoring  provide significant or substantial technical assistance
  9. 9. Support for the facilitator  the allocation of one teaching per school for each 175 students to support the delivery of CDLI courses (Shortall & Greene-Fraize, 2007)  schools that had students participating in supplemental distributed learning were eligible to receive 0.125 of a full-time equivalent for the local or school-based support of their students engaged in distributed learning (Barbour, 2011)
  10. 10. Lack of professional development  less than 40% of online teachers reported to receiving any professional development before they began teaching online (Rice & Dawley, 2007) Lack of teacher preparation programs  less than 2% of universities in the United States provided any systematic training in their preservice or in-service teacher education programs (Kennedy & Archambault, 2012)
  11. 11. Director of Doctoral Studies Sacred Heart University, USA mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress.com

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