Exploring Models ofEffective Primary andSecondary e-Learning     Michael K. Barbour     Assistant Professor    Wayne State...
History of Primary & Secondary Distance      Education in North America
History of Primary & Secondary E-Learning in North America E-Learning in North America
E-Learning Environment
Development• design instructional materials•      Three Roles of E-Learning Teachers    works in team with teachers and a ...
Importance of the School-Based Personnel• Serve as the local “eyes and ears” for the   online instructor• Track student pr...
Teacher Education Goes Into Virtual Schooling (Iowa State University)    http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.h...
Teacher Education Goes Into Virtual Schooling (Iowa State University)    http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.h...
Supporting K-12 Online Learning inMichigan (Wayne State University)      http://itlab2.coe.wayne.edu/it6230/michigan/
E-Learning Environment
Importance of the Learning Coach• Performs the oversight  function• Assists with student  motivation• Encourages student t...
E-Learning Environment•   Often use database-driven courses•   Presence of subject matter    teachers in lab space- also p...
Characteristics of Successful e-Learners•   Self-motivated•   Independent learner•   Computer literate•   Time management•...
Educational Success Prediction Instrument• Access to and expertise with      computers•     Organization and self-regulati...
What Else Do We Know from the Research? from the Research?
Difficulty with Primary and  Secondary E-Learning Research  Secondary of Interviews with teachers and courseOnline   7 pri...
What We Do Know
Teachers and Teaching Matter• Providing formative evaluation (d=0.90)• Micro teaching (d=0.88)• Teacher clarity (d=0.75)• ...
Two Key Points• Introducing  technology alone is  never enough.• Big gains in  productivity come  when new  technologies a...
Two Key Points• Introducing  technology alone is  never enough.• Big gains in education  come when new  technologies are  ...
QuickTime™ and a          decompressorare needed to see this picture.
QuickTime™ and a          decompressorare needed to see this picture.
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-Learning
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-Learning
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SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-Learning

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Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.

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  • Most of the remainder research is also problematic - primarily due to methodological limitations and overreaching Barbour - principles of effective online course design based upon interviews with teachers at a single virtual school DiPietro et al. - best practice in online teaching based upon interviews with teachers at a single virtual school
  • Good teachers and the act of teaching well can have significant impacts Some design and delivery lessons applicable to K-12 online learning: direct instruction, mastery learning, worked examples, concept mapping, setting goals But this is just the research on student performance, what about the other research?
  • Good teachers and the act of teaching well can have significant impacts Some design and delivery lessons applicable to K-12 online learning: direct instruction, mastery learning, worked examples, concept mapping, setting goals But this is just the research on student performance, what about the other research?
  • SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-Learning

    1. 1. Exploring Models ofEffective Primary andSecondary e-Learning Michael K. Barbour Assistant Professor Wayne State University
    2. 2. History of Primary & Secondary Distance Education in North America
    3. 3. History of Primary & Secondary E-Learning in North America E-Learning in North America
    4. 4. E-Learning Environment
    5. 5. Development• design instructional materials• Three Roles of E-Learning Teachers 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.
    6. 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. 7. Teacher Education Goes Into Virtual Schooling (Iowa State University) http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
    8. 8. Teacher Education Goes Into Virtual Schooling (Iowa State University) http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
    9. 9. Supporting K-12 Online Learning inMichigan (Wayne State University) http://itlab2.coe.wayne.edu/it6230/michigan/
    10. 10. E-Learning Environment
    11. 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. 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. 13. Characteristics of Successful e-Learners• Self-motivated• Independent learner• Computer literate• Time management• Effective writing skills• Personal commitment
    14. 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. 15. What Else Do We Know from the Research? from the Research?
    16. 16. Difficulty with Primary and Secondary E-Learning Research Secondary of Interviews with teachers and courseOnline 7 principles E-Learning ResearchCourse effective online developers at a single virtual school, withDesign course content no verification of whether the for adolescent interviewees’ perceptions were actuallyBarbour learners effective or any student input at all for(2005; 2007) that matter.Online 37 best practices Interviews with teachers at a single virtualTeaching in asynchronous school selected by the virtual school itself. online teaching Their teachers’ beliefs were not validatedDiPietro et al. through observation of the teaching or(2008) student performance.
    17. 17. What We Do Know
    18. 18. Teachers and Teaching Matter• Providing formative evaluation (d=0.90)• Micro teaching (d=0.88)• Teacher clarity (d=0.75)• Providing feedback (d=0.73)• Teacher-student relationships (d=0.72)• Teaching strategies (d=0.60)• Cooperative vs. individualistic learning (d=0.59)• Study skills (d=0.59)• Direct instruction (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)• Cooperative vs. competitive learning (d=0.54)
    19. 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. 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.
    21. 21. QuickTime™ and a decompressorare needed to see this picture.
    22. 22. QuickTime™ and a decompressorare needed to see this picture.

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