This document discusses the growth of K-12 online learning programs since 1991 and examines claims made by proponents of online learning. It summarizes that while online learning enrollment has increased significantly, the research base examining student performance in online K-12 programs is limited and has produced mixed findings. Many studies have found selection bias issues where online students are more motivated or higher-achieving to begin with. Research on full-time online students has also found lower performance levels compared to brick-and-mortar students on average.
Job Talk: Research - Georgia College and State University (2016)Michael Barbour
This document discusses what is known about K-12 online learning based on existing research. It notes that while the field of K-12 online learning has grown significantly since the 1990s, there is still a lack of rigorous research evaluating the effectiveness of virtual schools. The research that does exist provides mixed findings on student performance in online environments compared to traditional brick-and-mortar schools. Many studies also fail to adequately control for differences in the types of students enrolled in online versus traditional programs. Overall, the evidence regarding full-time K-12 online learning programs generally shows lower academic performance compared to traditional schools.
NERA 2014 - In The Public Interest: Examining the Profit Motive in Cyber Char...Michael Barbour
Barbour, M. K. (2014, October). In the public interest: Examining the profit motive in cyber charter schooling. A roundtable presentation to the Northeastern Education Research Association, Trumbull, CT
OLC 2015 - Virtual Schooling and K-12 Online Learning: A Bridge Still Too Far?Michael Barbour
Barbour, M. K. (2015, October). Virtual schooling and K-12 online learning: A bridge still too far? An invited feature presentation at the 21st annual Online Learning Consortium International Conference, Orlando, FL.
Job Talk: Research - Texas Tech University (2015)Michael Barbour
This document discusses the growth of K-12 online learning from the early 1990s to present day, with enrollments increasing from 40,000-50,000 students in 2000-2001 to an estimated 2-6 million students today. However, the author notes that research on the effectiveness and experiences of K-12 online learning has been limited and based primarily on personal accounts rather than rigorous studies. While some performance comparisons seem to show online students performing equally or better, the author argues these may not provide an accurate picture when factors like student motivation and dropout rates are considered. Studies also suggest full-time online students, especially those in cyber schools, tend to include more at-risk populations and have lower achievement scores, highlighting the need
Job Talk: Research - University of South Alabama (2016)Michael Barbour
This document summarizes research on K-12 online learning. It finds that while K-12 online learning has grown significantly since the 1990s, research on its effectiveness remains limited. Studies that do exist have found mixed results on student performance in online environments compared to brick-and-mortar schools. Additionally, online students tend to be more motivated, higher-achieving, and less socioeconomically diverse than traditional students. Research on full-time online schools shows lower performance levels than traditional schools, and that online schools often enroll students performing below grade level in math and reading. More research is still needed that directly compares like student populations.
SITE 2015 - The Disconnect Between Policy and Research: Examining the Researc...Michael Barbour
Barbour, M. K., (2015, March). The disconnect between policy and research: Examining the research into full-time K-12 online learning. A full paper presentation at annual conference for the Society for Information Technology and Teacher Education, Las Vegas, NV.
Job Talk: Research - Georgia College and State University (2016)Michael Barbour
This document discusses what is known about K-12 online learning based on existing research. It notes that while the field of K-12 online learning has grown significantly since the 1990s, there is still a lack of rigorous research evaluating the effectiveness of virtual schools. The research that does exist provides mixed findings on student performance in online environments compared to traditional brick-and-mortar schools. Many studies also fail to adequately control for differences in the types of students enrolled in online versus traditional programs. Overall, the evidence regarding full-time K-12 online learning programs generally shows lower academic performance compared to traditional schools.
NERA 2014 - In The Public Interest: Examining the Profit Motive in Cyber Char...Michael Barbour
Barbour, M. K. (2014, October). In the public interest: Examining the profit motive in cyber charter schooling. A roundtable presentation to the Northeastern Education Research Association, Trumbull, CT
OLC 2015 - Virtual Schooling and K-12 Online Learning: A Bridge Still Too Far?Michael Barbour
Barbour, M. K. (2015, October). Virtual schooling and K-12 online learning: A bridge still too far? An invited feature presentation at the 21st annual Online Learning Consortium International Conference, Orlando, FL.
Job Talk: Research - Texas Tech University (2015)Michael Barbour
This document discusses the growth of K-12 online learning from the early 1990s to present day, with enrollments increasing from 40,000-50,000 students in 2000-2001 to an estimated 2-6 million students today. However, the author notes that research on the effectiveness and experiences of K-12 online learning has been limited and based primarily on personal accounts rather than rigorous studies. While some performance comparisons seem to show online students performing equally or better, the author argues these may not provide an accurate picture when factors like student motivation and dropout rates are considered. Studies also suggest full-time online students, especially those in cyber schools, tend to include more at-risk populations and have lower achievement scores, highlighting the need
Job Talk: Research - University of South Alabama (2016)Michael Barbour
This document summarizes research on K-12 online learning. It finds that while K-12 online learning has grown significantly since the 1990s, research on its effectiveness remains limited. Studies that do exist have found mixed results on student performance in online environments compared to brick-and-mortar schools. Additionally, online students tend to be more motivated, higher-achieving, and less socioeconomically diverse than traditional students. Research on full-time online schools shows lower performance levels than traditional schools, and that online schools often enroll students performing below grade level in math and reading. More research is still needed that directly compares like student populations.
SITE 2015 - The Disconnect Between Policy and Research: Examining the Researc...Michael Barbour
Barbour, M. K., (2015, March). The disconnect between policy and research: Examining the research into full-time K-12 online learning. A full paper presentation at annual conference for the Society for Information Technology and Teacher Education, Las Vegas, NV.
This document discusses research on K-12 online learning. It finds that while some initial studies suggested comparable or better performance for online students, more rigorous research shows lower performance for full-time online students. Some reasons cited for lower performance include online schools serving more disadvantaged student populations who enter behind in skills, and high dropout rates from online courses impacting results. The document calls for more research that properly accounts for differences in student populations between online and brick-and-mortar schools.
REL Southeast 2015 - Designing Data Systems for the Hard Questions: Data El...Michael Barbour
Barbour, M. K., & Huerta, L. (2015, April). Designing data systems for the hard questions: Data elements and structures for effectively assessing and improving VirtualSC. A presentation to the Blended and Online Research Alliance's South Carolina Workshop, Columbia, SC.
AERA 2014 - What Do We Actually Know? Examining the Research into Virtual Sch...Michael Barbour
Barbour, M. K. (2014, April). What do we actually know? Examining the research into virtual schools for useful models. A presentation at the annual meeting of the American Educational Research Association, Philadelphia, PA.
AECT 2012 - The Landscape of K-12 Online Learning: Examining What Is KnownMichael Barbour
Barbour, M. K. (2012, November). The landscape of K-12 online learning: Examining what is known. A paper presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.
While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. The presenter provides an overview of the nature of K-12 online learning today and a critical examination of the literature and – lack of research – supporting its use. The presenter further describes some of the methodological issues surround the limited among of existing research.
Job Talk: Research (2013): Sacred Heart UniversityMichael Barbour
This document summarizes research on K-12 online learning. It finds that while the number of students in online programs is growing rapidly, the available research is limited. Studies that compare online and face-to-face student performance have found mixed results, and the online students studied tend to be more motivated and academically prepared. More recent research indicates full-time online students, including those from underserved populations, may perform worse and have higher dropout rates. The author advocates for more research on how to better support all types of K-12 online learners.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
Humanities Center - Opposing the Dominant K-12 Online Learning Narrative of E...Michael Barbour
Barbour, M. K. (2012, October). Opposing the dominant K-12 online learning narrative of educational reformers. A brown bag presentation to the Humanities Center at Wayne State University, Detroit, MI.
View the actual presentation at http://www.youtube.com/watch?v=GZQMe_djyys
Virtual schools are internet-based alternatives to traditional brick-and-mortar schools that allow students to learn through online courses without face-to-face instruction. While proponents argue virtual schools provide advantages like flexible pacing and increased access, research finds high dropout rates from virtual schools and students performing worse than peers in traditional schools. The document concludes virtual schools lack the support and training of traditional schools and interventions within communities are likely more effective ways to address the reasons students drop out of school.
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
WSU Humanities Fall Symposia 2013 - Privatizing Public Education Through Cybe...Michael Barbour
Barbour, M. K. (2013, September). Privatizing public education through cyber schooling: Examining truth and myth in the dominant narrative of K-12 online learning. A presentation at the Wayne State University Humanities Center Fall Symposia, Detroit, MI.
SPERA 2010 - The Promise and the Reality: Exploring Virtual Schooling in Rura...Michael Barbour
The document summarizes research on K-12 online learning and virtual schooling. It finds that much of the existing research:
1) Compares online students to traditional students without fully accounting for selection bias, as online students tend to be more motivated, independent, and higher-achieving.
2) Focuses on describing virtual schooling practices and potential benefits/challenges rather than rigorous research on teaching and learning outcomes.
3) Indicates a lack of research specifically on K-12 online learning, especially at the elementary level.
This chapter discusses the progression of K-12 online learning from its early days to the present. It describes how online learning has advanced through generations to incorporate various technologies and offer flexibility in when and where students learn. The chapter focuses on issues like the development of online content, professional development for teachers, technology requirements, funding, and recommendations for the future of online learning. It emphasizes the need for research on student achievement, collaborative networks, and sustainable models to ensure the continued success of K-12 online education.
E-Learn 2013 - Promoting Failure: Examining Policies Related to K-12 Online S...Michael Barbour
Barbour, M. K. (2013, October). Promoting failure: Examining policies related to K-12 online schools. A paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.
Barbour, M. K. (2011, June). K-12 online education. A presentation at the 2011 Online Teaching Conference, http://www.nextleveleducator.com/onlineteachingconference.html.
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
MidWest REL - Rural K–12 Students’ Learning in Virtual School EnvironmentsMichael Barbour
Barbour, M. K. (2010, August). Rural K–12 students’ learning in virtual school environments. A keynote presentation at the Regional Educational Laboratory – Midwest’s Online Learning Opportunities for Rural Schools Conference, Madison, WI.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
Science software programs like Zap, Virtual Lab, Sammy's Science House, and Thinkin' Science can be used for interactive lessons and experiments in upper elementary and early elementary grades. Logger Pro records data from sensors that can connect to graphing calculators for analysis. Overlay tools are available for periodic tables and chemistry equations. Inspiration/Kidspiration helps students organize science reports and charts. Word predictors and dictionaries can assist writing science assignments. Digital microscopes connect to computers for enlarged viewing of experiments and specimens. Voice recognition software like Dragon Naturally Speaking can be used for science report dictation.
This document discusses research on K-12 online learning. It finds that while some initial studies suggested comparable or better performance for online students, more rigorous research shows lower performance for full-time online students. Some reasons cited for lower performance include online schools serving more disadvantaged student populations who enter behind in skills, and high dropout rates from online courses impacting results. The document calls for more research that properly accounts for differences in student populations between online and brick-and-mortar schools.
REL Southeast 2015 - Designing Data Systems for the Hard Questions: Data El...Michael Barbour
Barbour, M. K., & Huerta, L. (2015, April). Designing data systems for the hard questions: Data elements and structures for effectively assessing and improving VirtualSC. A presentation to the Blended and Online Research Alliance's South Carolina Workshop, Columbia, SC.
AERA 2014 - What Do We Actually Know? Examining the Research into Virtual Sch...Michael Barbour
Barbour, M. K. (2014, April). What do we actually know? Examining the research into virtual schools for useful models. A presentation at the annual meeting of the American Educational Research Association, Philadelphia, PA.
AECT 2012 - The Landscape of K-12 Online Learning: Examining What Is KnownMichael Barbour
Barbour, M. K. (2012, November). The landscape of K-12 online learning: Examining what is known. A paper presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.
While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. The presenter provides an overview of the nature of K-12 online learning today and a critical examination of the literature and – lack of research – supporting its use. The presenter further describes some of the methodological issues surround the limited among of existing research.
Job Talk: Research (2013): Sacred Heart UniversityMichael Barbour
This document summarizes research on K-12 online learning. It finds that while the number of students in online programs is growing rapidly, the available research is limited. Studies that compare online and face-to-face student performance have found mixed results, and the online students studied tend to be more motivated and academically prepared. More recent research indicates full-time online students, including those from underserved populations, may perform worse and have higher dropout rates. The author advocates for more research on how to better support all types of K-12 online learners.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
Humanities Center - Opposing the Dominant K-12 Online Learning Narrative of E...Michael Barbour
Barbour, M. K. (2012, October). Opposing the dominant K-12 online learning narrative of educational reformers. A brown bag presentation to the Humanities Center at Wayne State University, Detroit, MI.
View the actual presentation at http://www.youtube.com/watch?v=GZQMe_djyys
Virtual schools are internet-based alternatives to traditional brick-and-mortar schools that allow students to learn through online courses without face-to-face instruction. While proponents argue virtual schools provide advantages like flexible pacing and increased access, research finds high dropout rates from virtual schools and students performing worse than peers in traditional schools. The document concludes virtual schools lack the support and training of traditional schools and interventions within communities are likely more effective ways to address the reasons students drop out of school.
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
WSU Humanities Fall Symposia 2013 - Privatizing Public Education Through Cybe...Michael Barbour
Barbour, M. K. (2013, September). Privatizing public education through cyber schooling: Examining truth and myth in the dominant narrative of K-12 online learning. A presentation at the Wayne State University Humanities Center Fall Symposia, Detroit, MI.
SPERA 2010 - The Promise and the Reality: Exploring Virtual Schooling in Rura...Michael Barbour
The document summarizes research on K-12 online learning and virtual schooling. It finds that much of the existing research:
1) Compares online students to traditional students without fully accounting for selection bias, as online students tend to be more motivated, independent, and higher-achieving.
2) Focuses on describing virtual schooling practices and potential benefits/challenges rather than rigorous research on teaching and learning outcomes.
3) Indicates a lack of research specifically on K-12 online learning, especially at the elementary level.
This chapter discusses the progression of K-12 online learning from its early days to the present. It describes how online learning has advanced through generations to incorporate various technologies and offer flexibility in when and where students learn. The chapter focuses on issues like the development of online content, professional development for teachers, technology requirements, funding, and recommendations for the future of online learning. It emphasizes the need for research on student achievement, collaborative networks, and sustainable models to ensure the continued success of K-12 online education.
E-Learn 2013 - Promoting Failure: Examining Policies Related to K-12 Online S...Michael Barbour
Barbour, M. K. (2013, October). Promoting failure: Examining policies related to K-12 online schools. A paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.
Barbour, M. K. (2011, June). K-12 online education. A presentation at the 2011 Online Teaching Conference, http://www.nextleveleducator.com/onlineteachingconference.html.
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
MidWest REL - Rural K–12 Students’ Learning in Virtual School EnvironmentsMichael Barbour
Barbour, M. K. (2010, August). Rural K–12 students’ learning in virtual school environments. A keynote presentation at the Regional Educational Laboratory – Midwest’s Online Learning Opportunities for Rural Schools Conference, Madison, WI.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
Science software programs like Zap, Virtual Lab, Sammy's Science House, and Thinkin' Science can be used for interactive lessons and experiments in upper elementary and early elementary grades. Logger Pro records data from sensors that can connect to graphing calculators for analysis. Overlay tools are available for periodic tables and chemistry equations. Inspiration/Kidspiration helps students organize science reports and charts. Word predictors and dictionaries can assist writing science assignments. Digital microscopes connect to computers for enlarged viewing of experiments and specimens. Voice recognition software like Dragon Naturally Speaking can be used for science report dictation.
NRCRES Keynote - Supporting K-12 Students Online: Local Schools, Virtual Sch...Michael Barbour
Barbour, M. K. (2009, November). Supporting K-12 students online: Local schools, virtual schools & teacher education. Paper presented at the National Research Center on Rural Education Support's Supporting Rural Schools and Communities Research Conference, Chapel Hill, NC.
Rebecca Stimson of MVLRI, Dr. Jered Borup of George Mason University, and Julie Howe of Three Rivers High School discuss the research behind the influence of mentors on online learner success and highlight the successful mentor practices at Three Rivers High School in Three Rivers, Michigan.
The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning. It is a space for researchers to come together, get feedback on their work, and share any opportunities for collaborations for grants, research, publications, etc. These Collaborative Meetings are held in January, April, July, and October.
John Watson of Evergreen Education Group shares his findings from the 2014 edition of Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice.
This webinar discusses research needs and opportunities at K-12 virtual schools. It begins with a disclaimer that views expressed may not reflect the host organizations. The presentation then introduces the presenters and discusses the history and growth of the Indiana Online Academy. Research needs discussed include determining student success after leaving the school, comparing course rigor to other programs, and examining correlations between student access to technology and success rates. Additional topics include whether professional development offerings meet school needs. Contact information is provided for follow up.
SITE 2016 - Evaluation and Approval Constructs For K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, December). Evaluation and approval constructs for K-12 online and blended courses and providers. A full paper presentation at the annual conference for the Society for Information Technology and Teacher Education, Savannah, GA.
Amy Jaramillo of IDEAL-NM, Bob Currie of Montana Digital Academy, and Dawn Nordine of Wisconsin Virtual School share information about their respective organizations and their unique research needs.
SITE 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, December). Cases of quality: Case studies of the approval and evaluation of K-12 online and blended providers. A full paper presentation at the annual conference for the Society for Information Technology and Teacher Education, Savannah, GA.
AECT 2016 - Evaluation and Approval Constructs For K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
This webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
Presenters:
Lydotta Taylor, REL Appalachia
Eric Cramer, report co-author
The webinar will discuss study results about the use of online and distance learning in high schools in southwest Tennessee. We will focus on the extent to which schools offer courses, reasons why schools provide the courses, and barriers to implementing online and distance learning.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
Virtual K-12 schools are expanding due to their flexibility, increased productivity and efficiency, and ability to provide individualized education. Virtual schools empower parents through shared teaching responsibilities and more accurate student progress feedback. They also offer flexibility for students and teachers to learn and work at their own pace and schedule. This flexibility increases productivity by emphasizing technology over traditional in-person instruction and allowing universal access regardless of location. Virtual schools further individualize learning by teaching students at their own level and addressing challenges individually.
Job Talk: Teaching - University of Buffalo, SUNY (2016)Michael Barbour
This document outlines Michael K. Barbour's teaching philosophy and approach to online instruction. It discusses three main foundations for his philosophy: 1) social constructivism and knowledge being negotiated socially, 2) students learning through trial and error to build knowledge, and 3) mastery learning with multiple opportunities to show understanding. It also provides examples of student feedback praising Barbour's passion and enthusiasm for the material, as well as his frequent, helpful feedback and interaction with students.
As part of the MVLRI Research Webinar Series, we will be hosting a series of webinars dedicated specifically to K-12 virtual schools and their research needs. This series devoted to introducing the K-12 online and blended learning research community to a variety of virtual schools and their research needs. The first installment was presented by Ryan Gravette and Jeff Simmons of Idaho Digital Learning Academy, Cindy Hamblin of Illinois Virtual School, and Dr. Joe Cozart from Georgia Virtual School.
Job Talk (2012): University of Western OntarioMichael Barbour
The document summarizes research on K-12 online learning and its policy implications. It finds that much of the early literature focused on potential benefits but lacked rigorous studies. Some performance comparisons found similar results to traditional schools, but students in online programs tended to be more motivated and self-directed. More recent studies show lower performance among full-time online students, including those in cyber schools. The research faces challenges in truly comparing student populations and accounting for teacher and program effects. Overall, the research provides limited guidance for policymaking on K-12 online learning.
NEPC Panel 2014 - What Do We Know, and What Should We Know, About Virtual Sch...Michael Barbour
Barbour, M. K., (2014, September). What do we know, and what should we know, about virtual schools? Eighth Annual NEPC Fellows Research Panels, Boulder, CO.
AERA 2012 - Countering a Dominant Narrative of Educational Reformers: Examini...Michael Barbour
Barbour, M. K. (2012, April). Countering a dominant narrative of educational reformers: Examining the research on the effectiveness of virtual schooling. A paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
This proposal examines the rhetoric used by proponents of educational reform and the use of online learning as a solution for K-12 education. Using the research into K-12 online learning, I argue that those educational reformers use methodologically flawed research or promote an inaccurate understanding of research results to promote a corporate agenda in K-12 online learning. The proposed session will examine the limited amount of research into virtual schooling in an effort to better understand what this research indicates about the effectiveness of K-12 online learning.
NYSCSS 2014 - Plug Nickels, Snake Oil, And Charlatans: What We Really Known A...Michael Barbour
Barbour, M. K. (2014, March). Plug nickels, snake oil, and charlatans: What we really known about K-12 online learning? An invited keynote presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
SITE 2011 - The Promise and the Reality: Exploring the Research on Virtual Sc...Michael Barbour
The literature review found that research on K-12 online learning has generally fallen into two categories: potential benefits and challenges. However, most studies to date have been descriptive rather than rigorous examinations. Research on student performance in online versus face-to-face settings has produced mixed results, but these studies often fail to account for differences in the types of students in each setting. More rigorous research is needed that considers student and teacher characteristics and implements design-based research approaches to better understand the effectiveness of online learning.
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
Sabbatical (University of Auckland) - Making a Difference with Educational Re...Michael Barbour
Barbour, M. K. (2011, March). Making a difference with educational research: A new methodological paradigm. An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Michael Barbour
Barbour, M. K. (2011, May). Primary and secondary e-learning - What we know and where we should go. An invited presentation to the College of Education at University of Otago, Dunedin, New Zealand.
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Michael Barbour
Barbour, M. K. (2011, May). Examining research into primary and secondary e-learning. An invited presentation to Te Aho o Te Kura Pounamu – The Correspondence School, Wellington, New Zealand.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
Brigham Young University - The State of K-12 Online Learning Research: Lookin...Michael Barbour
Barbour, M. K. (2013, February). The state of K-12 online learning research: Looking forward. An invited presentation to the Department of Instructional Performance and Technology at Brigham Young University, Provo, UT.
MUN 2011 - What Do We Really Know? Examining Research into K-12 Online LearningMichael Barbour
Barbour, M. K. (2011, November). What do we really know? Examining research into K-12 online learning. An invited presentation in the Doctoral Speaker Series in the Faculty of Education at Memorial University of Newfoundland, St. John’s, NL.
Getting your masters doctorate in your p jscdcummings
The document summarizes information about online graduate programs in education offered by Lamar University. It discusses the growth of online learning nationally and presents statistics on the increasing numbers of students taking online courses. It then provides details on Lamar University's online Master's and Doctorate programs in Education, their concentrations, and course requirements. Testimonials from graduates of the programs are included, followed by instructions for applying and contact information.
Similar to Job Talk: Research - University of Buffalo, SUNY (2016) (16)
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Job Talk: Research - University of Buffalo, SUNY (2016)
1. Proponents
of
K-‐12
Online
Learning
and
their
Asser8ons:
Growth
and
Expansion
in
the
Absence
of
Evidence
Michael
K.
Barbour
Director
of
Doctoral
Studies
Sacred
Heart
University
2. What
Does
The
Field
Look
Like?
1991
–
first
K-‐12
online
learning
program
2000-‐01
–
between
40,000-‐50,000
students
(Clark,
2001)
2010-‐11
–
K-‐12
online
learning
acVvity
in
all
50
states
and
DC
(Watson
et
al.,
2011)
Today
–
between
two
and
six
million
(Ambient
Insights,
2014;
Watson
et
al.,
2015)
8. Dominant
NarraVve
1. All
students
are
digital
learners.
2. All
students
have
access
to
high
quality
digital
content
and
online
courses.
3. All
students
can
customize
their
educaVon
using
digital
content
through
an
approved
provider.
4. Students
progress
based
on
demonstrated
competency.
5. Digital
content,
instrucVonal
materials,
and
online
and
blended
learning
courses
are
high
quality.
6. Digital
instrucVon
and
teachers
are
high
quality.
7. All
students
have
access
to
high
quality
providers.
8. Student
learning
is
the
metric
for
evaluaVng
the
quality
of
content
and
instrucVon.
9. Funding
creates
incenVves
for
performance,
opVons
and
innovaVon.
10. Infrastructure
supports
digital
learning.
9. Dominant
NarraVve
1. All
students
are
digital
learners.
2. All
students
have
access
to
high
quality
digital
content
and
online
courses.
3. All
students
can
customize
their
educaVon
using
digital
content
through
an
approved
provider.
4. Students
progress
based
on
demonstrated
competency.
5. Digital
content,
instrucVonal
materials,
and
online
and
blended
learning
courses
are
high
quality.
6. Digital
instrucVon
and
teachers
are
high
quality.
7. All
students
have
access
to
high
quality
providers.
8. Student
learning
is
the
metric
for
evaluaVng
the
quality
of
content
and
instrucVon.
9. Funding
creates
incenVves
for
performance,
opVons
and
innovaVon.
10. Infrastructure
supports
digital
learning.
10. What
Do
We
Know?
• a
number
of
scholars
have
documented
the
absence
of
rigorous
reviews
of
virtual
schools
(Barbour
&
Reeves,
2009).
• “based
upon
the
personal
experiences
of
those
involved
in
the
pracVce
of
virtual
schooling”
(Cavanaugh,
Barbour
&
Clark
,
2009)
• “a
paucity
of
research
exists
when
examining
high
school
students
enrolled
in
virtual
schools,
and
the
research
base
is
smaller
sVll
when
the
populaVon
of
students
is
further
narrowed
to
the
elementary
grades”
(Rice,
2006)
11. Supplemental
Student
Performance
Literature Finding
Bigbie &
McCarroll (2000)
…over half of students who completed FLVS courses
scored an A in their course & only 7% received a failing
grade.
Cavanaugh (2001) …effect size slightly in favor of K-12 distance education.
Cavanaught et al.
(2004)
…negative effect size for K-12 distance education.
Cavanaugh et al.
(2005)
FLVS students performed better on a non-mandatory
assessment tool than students from the traditional
classroom.
McLeod et al.
(2005)
FLVS students performed better on an algebraic
assessment than their classroom counterparts.
Means et al. (2009) …small effect size favoring online cohorts over face-to-
face cohorts based on limited K-12 studies.
Chingos &
Schwerdt (2014)
FLVS students perform about the same or somewhat
better on state tests once their pre-high-school
characteristics are taken into account.
13. Bigbie &
McCarroll (2000)
between 25% and 50% of students had dropped
out of their FLVS courses over the previous two-
year period
Cavanaugh et al.
(2005)
speculated that the virtual school students who
did take the assessment may have been more
academically motivated and naturally higher
achieving students
McLeod et al.
(2005)
results of the student performance were due to
the high dropout rate in virtual school courses
Means et al. (2009) given the small number of K-12, differences
should be viewed as merely suggestive
15. Literature Finding
Kozma et al.
(1998)
“…vast majority of VHS students in their courses
were planning to attend a four-year college.”
Espinoza et al.
(1999)
“VHS courses are predominantly designated as
‘honors,’ and students enrolled are mostly college
bound.”
Roblyer &
Elbaum (2000)
“…only students with a high need to control and
structure their own learning may choose distance
formats freely.”
Clark et al.
(2002)
“IVHS students were highly motivated, high
achieving, self-directed and/or who liked to work
independently.”
Mills (2003) “…typical online student was an A or B student.”
Watkins (2005) “…45% of the students who participated in e-
learning opportunities in Michigan were either
advanced placement or academically advanced
students.”
16. What
Do
We
Know
About
Full-‐Time
Performance?
17. Literature Finding
CO (2006) “Online student scores in math, reading, and writing have been
lower than scores for students statewide over the last three years.”
OH (2009) …online charter school students experienced significantly lower
achievement gains compared to brick-and-mortar charter schools
in the state.
OH (2009) Online charter schools “rank higher when looking at their ‘value-
added’ progress over one year rather than simply measuring their
one-time testing performance.”
WI (2010) “Virtual charter school pupils’ median scores on the mathematics
section of the Wisconsin Knowledge and Concepts Examination
were almost always lower than statewide medians during the
2005-06 and 2006-07 school years.”
CO (2011) “Half of the online students wind up leaving within a year. When
they do, they’re often further behind academically then when they
started.”
MN (2011) “Compared with all students statewide, full-time online students
had significantly lower proficiency rates on the math MCA-II but
similar proficiency rates in reading.”
18. Literature Finding
AZ (2011) “[N]early nine of every 10 students enrolled in at least one statewide
online course, all had graduation rates and AIMS math passing rates below
the state average”
OH (2011) “[N]early 97 percent of Ohio's traditional school districts have a higher
score than the average score of the seven statewide” online charter
schools. Those schools in Ohio also underperformed brick-and-mortar
schools in graduation rates.
PA (2011) 100% of these online charter schools performed significantly worse than
feeder schools in both reading and math.
AR (2012) …online students performed at levels comparable to their face-to-face
counterparts in six out of eight measures, and on the remaining two
measures online students outperformed their face-to-face counterparts at a
0.10 statistically significant level.
National
(2012)
“…students at K12 Inc., the nation’s largest virtual school company, are
falling further behind in reading and math scores than students in brick-
and-mortar schools.”
KS (2015) “Virtual school students perform similarly to traditional school students in
reading before and after controlling for student demographics. After
controlling for demographic differences, virtual school students’
performance in math was similar to that of traditional school students.”
19.
20.
21.
22.
23. Reality
of
Full-‐Time
Online
Students
• Understanding
that
K¹²-‐managed
schools
are
serving
large
numbers
of
students
who
enter
behind
grade
level
in
math
and
reading
K12
Inc.
Public
Affairs.
(2012).
Response
to
NEPC
report
on
K12
Inc..
Herndon,
VA:
K12,
Inc..
Retrieved
from
hep://www.k12.com/response-‐to-‐nepc#.VPfKu2TF_Kk
24. • K12
Inc.
virtual
schools
enroll
approximately
the
same
percentages
of
black
students
but
substan'ally
more
white
students
and
fewer
Hispanic
students
relaVve
to
public
schools
in
the
states
in
which
the
company
operates
• 39.9%
of
K12
students
qualify
for
free
or
reduced
lunch,
compared
with
47.2%
for
the
same-‐state
comparison
group.
• K12
virtual
schools
enroll
a
slightly
smaller
propor'on
of
students
with
disabili'es
than
schools
in
their
states
and
in
the
naVon
as
a
whole
(9.4%
for
K12
schools,
11.5%
for
same-‐state
comparisons,
and
13.1%
in
the
naVon).
• “Students
classified
as
English
language
learners
are
significantly
under-‐represented
in
K12
schools;
on
average
the
K12
schools
enroll
0.3%
ELL
students
compared
with
13.8%
in
the
same-‐state
comparison
group
and
9.6%
in
the
naVon.”
Miron,
G.
&
Urschel,
J.
(2012).
Understanding
and
improving
full-‐8me
virtual
schools.
Denver,
CO:
NaVonal
EducaVon
Policy
Center.
Reality
of
Full-‐Time
Online
Students
25. “AYP
is
not
a
reliable
measure
of
school
performance….
There
is
an
emerging
consensus
to
scrap
AYP
and
replace
it
with
a
beeer
system
that
measures
academic
progress
and
growth.
K12
has
been
measuring
student
academic
growth
on
behalf
of
its
partner
schools,
and
the
results
are
strong
with
academic
gains
above
the
naVonal
average.”
Jeff
Kwitowski
-‐
K12,
Inc.
Vice
President
of
Public
Affairs
39. The
Boeom
Line…
• cyber
schools
“are
cash
cows
for
their
owners
but
poor
subsVtutes
for
real
teachers
and
real
schools”
(Ravitch,
2013,
p.
180)
• this
is
not
to
suggest
that
K-‐12
online
learning
is
ineffecVve
or
should
not
be
made
available
to
students
• it
is
to
say,
however,
that
the
way
that
K-‐12
online
learning
has
been
operaVonalized
within
the
school
choice
movement
(and
within
the
US
in
general)
has
been
largely
ineffecVve
• “online
technology
surely
holds
immense
potenVal
to
enliven
the
classroom.
But
the
story
of
cyber-‐charters
warns
us
that
the
profit
moVve
operates
in
conflict
with
the
imperaVve
for
high-‐quality
educaVon”
(p.
197)
40. The
Challenge
Whether
online
learning
can
be
suitable
for
all
K-‐12
students?
(Mulcahy,
2002)
41. The
Challenge
How
do
we
create
an
environment
where
all
K-‐12
students
can
be
successful
when
they
learn
online?