03 research iste_darrow_schwirzke.2012


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Online Learning Research - Schwirzke and Darrow

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  • What kinds of courses are being offered currently
  • No students enrolled, and no plans to No students enrolled but plan to in 1-3 years Yes students enrolled and yes plan to enroll more in 1-3 years
  • Barriers to Starting or Scaling Why the disconnect between the ranking of importance and the implementation?
  • Cohort of 25 teachers in SCCOE Alt Ed
  • CSESA is pleased to release its California eLearning Framework, a helpful guide for school districts and schools implementing online and blended learning opportunities for students. The Framework examines the national landscape of eLearning and presents four key components of quality online and blended learning opportunities within a California context. The key components are: content and content evaluation; teaching and professional development; technology support; and operational issues. School districts can use the Framework as a guide to becoming informed consumers and as a tool for strategically planning a successful program of eLearning opportunities for students.
  • 03 research iste_darrow_schwirzke.2012

    1. 1. Online ResearchSchwirzke (2011) / Darrow (2010) Kelly Schwirzke, Ed.D. Rob Darrow, Ed.D. #Iste12 * San Diego
    2. 2. Schwirzke 2011 Research Online Learning In California K-12 Schools: Status And Perceptions Of Administrators Nature and extent of online education in California K-12 public schools, superintendents’ perceived importance of, and barriers to, online and blended learning. Considered in relation to the results of the Picciano and Seaman (2007, 2009) national studiesPicciano, A., & Seaman, J. (2007). K-12 online learning: A survey of school district administrators. Needham, MA: The Sloan ConsortiumPicciano, A., & Seaman, J. (2009). K-12 online learning: A 2008 follow-up of the survey of U.S. school district administrators. Needham, MA: The Sloan Consortium.
    3. 3. Nature of OL/BL Offering Advanced Placement or college-level courses Meeting the needs of specific groups of students Offering AP and advanced courses Permitting students who failed a course to take it again Reducing scheduling conflicts for students Certified teachers are not available for F2F
    4. 4. Extent of OL/BL Online Blended No students, No Plans  No students, No Plans – 40.4 % – 42.5 % No students, Plans  No students, Plans – 19.2 % – 26.0% Yes, Yes  Yes, Yes – 40.4% – 30.8%
    5. 5. Barriers Across Studies 2007 2009 2011Federal, state, or local laws or policies 18.1 20.0 28.1Limited technological infrastructure 15.0 23.8 43.8Need for teacher training 36.3 37.5 39.7Funding based on student attendance 39.9 43.8 41.1Course development / licensing costs 42.9 48.0 44.5Concerns about course quality 51.1 48.6 56.2
    6. 6. Resource: Teacher Training Alliance of nonprofits, universities and educational agencies iNACOL National Quality Standards for Online Teaching Units available for a fee Course + portfolio = certification History & Concepts, Pedagogy, Building Community, Accessibility, Assessment and Evaluation, Policies and Preparation http://leadingedgecertification.org/
    7. 7. Resource: Planning & Policy California eLarning Framework – Curriculum – Delivery – Professional Development – Program Management
    8. 8. Resource: Quality Courses CLRN HOme http://clrn.org California Learning Resource Network
    9. 9. List View
    10. 10. Resource: Policy & Practice Keeping Pace Annual Report – State Profiles – Enrollment Data – Models Programs – Trends
    11. 11. eLearning Strategies Symposium CLRN/CUE partnership http://elearns.org December 7-8, 2012 Hilton Orange County/Costa Mesa – Big Picture – Content – Capacity Building – Gear – Pedagogy
    12. 12. Research Studies - California  Darrow (2010). Online charter schools and at-risk students  Schwirzke (2011). Perspectives about online learning from superintendents
    13. 13. California– 13% of the total U.S. K-12 public school student enrollment– 20% of the U.S. public charter school enrollment– Top rated state regarding charter school law and policy– National Alliance for Public Charter Schools (2010)
    14. 14. Comparison Study Online charter high school students – 14 existed in California – 2006-2009 And Traditional high school students Comparisons in: – Achievement Rates – Dropout Rates
    15. 15. Results: California Standards Test / English-Language Arts (CST ELA) 2007-08 and 2008-09 Taken yearly in grades 9, 10 and 11 Selected Online Charter Schools Selected Traditional Schools
    16. 16. Year: 2007-2008 CST ELA ComparisonsPercent Proficient and AboveOnline Charters Traditional Schools
    17. 17. Year: 2008-2009 CST ELA ComparisonsPercent Proficient and AboveOnline Charters Traditional Schools
    18. 18. Results: Dropout Rates 2006-07 and 2007-08 Reported yearly in grades 9, 10, 11 and 12 Selected Online Charter Schools Selected Traditional Schools
    19. 19. Year: 2006-2007 Dropout Percentages by Grade Online Charters Traditional SchoolsNote: 2006-07 Online Charter School Enrollment in Grades 11 and 12 was less than 100 students per grade
    20. 20. Year: 2007-2008Dropout Percentages by Grade Online Charters Traditional Schools
    21. 21. Findings: In California… Enrollment in online charter schools has increased each year for the past three years: 80% in past two years Percent of students in charter high schools: 6% of total 9-12 enrollment Percent of students in online charter high schools: .16% of total 9-12 enrollment
    22. 22. Contact Information Rob Darrow, Ed.D. Kelly Schwirzke, Ed.D.Director of Member Services Instructor, Oasis Independent Study / Coordinator of Online LearningiNacol Alternative Education Programs559-838-6151 Santa Cruz County Office ofrdarrow@inacol.org Educationwww.inacol.org P 831-466-5655Rob’s Wiki: C 831-359-1778http://robdarrow.wikispaces.com kschwirzke@santacruz.k12.ca.us http://iste12.wikispaces.com