Primary and Secondary e-Learning: Examining theProcess of Achieving Maturity   Michael Barbour, Wayne State University
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• 9 current or emerging clusters• 3 VLN-related projects• 13 schools• 1 health school• Te Kura• 9 tertiary ...
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...
Funding, Resources & Role of the ePrincipal • Resources • leadership • teachers (both to teach   the courses and to suppor...
Funding, Resources & Role of the ePrincipal • Funding • participating schools    – put in a teacher, get access to      en...
Funding, Resources & Role of the ePrincipal • Role of the ePrincipal • little consistency in job   description • principal...
Lack of Inter- & Intra-Cluster Co-operation       Art History      5 Clusters + Te Kura     Level 3 Calculus        5 Clus...
Lack of Inter- & Intra-Cluster Co-operation• Do the eTeachers of these  same courses communicate  with each other?• Have e...
Lack of Inter- & Intra-Cluster Co-operation• Do the five level three calculus          •   Is it possible for a student to...
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
VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of Achieving Maturity
VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of Achieving Maturity
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VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of Achieving Maturity

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Barbour, M. K. (2012, April). Primary and secondary e-learning: Examining the process of achieving maturity. An invited paper presented at the annual general meeting of the Virtual Learning Network-Community, Wellington, New Zealand.

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VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of Achieving Maturity

  1. 1. Primary and Secondary e-Learning: Examining theProcess of Achieving Maturity Michael Barbour, Wayne State University
  2. 2. 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.
  3. 3. Research Questions1.(a) What common barriers do e-learning clusters face in their development towards maturity and sustainability?2.(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?
  4. 4. Research Questions1.(a) What common barriers do e-learning clusters face in their development towards maturity and sustainability?2.(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• 9 current or emerging clusters• 3 VLN-related projects• 13 schools• 1 health school• Te Kura• 9 tertiary institutions
  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. Funding, Resources & Role of the ePrincipal • Resources • leadership • teachers (both to teach the courses and to support students at the local level) • professional development • asynchronous (e.g., LMS) & synchronous (e.g., videoconferencing, bridge & etc.) tools
  12. 12. Funding, Resources & Role of the ePrincipal • Funding • participating schools – put in a teacher, get access to enrolments – contribute money or % of a teacher for cluster leadership • no formal mechanism for heavy users • challenges with funding when original national programme ends
  13. 13. Funding, Resources & Role of the ePrincipal • Role of the ePrincipal • little consistency in job description • principal of an online school • need/case for Ministry support – largest clusters have 300-400 enrolments (80-100 FTEs) – some clusters have 5-10 FTEs
  14. 14. 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
  15. 15. Lack of Inter- & Intra-Cluster Co-operation• Do the eTeachers of these same courses communicate with each other?• Have each of the eTeachers designed their own asynchronous course content that is housed in the learning management system?• Do each of the eTeachers of common courses have access to each other’s course materials?
  16. 16. Lack of Inter- & Intra-Cluster Co-operation• Do the five level three calculus • Is it possible for a student to register eTeachers interact with the level three for level one mathematics with SILC mathematics eTeacher or the four this year and become comfortable with level three statistics and modeling the way in which their teacher uses eTeachers? their video conferencing classes and with the resources and material• Do these ten level three maths provided in their LMS only to have to eTeachers interact with the two become familiar with a completely eTeachers responsible for level two different method of synchronous mathematics and/or the one eTeacher instruction and asynchronous material responsible for level one mathematics? and resources that appear completely foreign to them next year when that student enrolls in level two• Outside of the senior secondary level, mathematics offered by OtagoNet? have the two Year 7-8 Te Reo Maori eTeachers ever interacted with the two level one Te Reo Maori eTeachers or the single level three Te Reo eTeacher?
  17. 17. 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
  18. 18. 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
  19. 19. YourQuestions AndComments

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