K-12 Online Learning: A Follow Up of the 2008 Survey of U.S. School District ...apicciano
This presentation, K-12 Online Learning: A Follow Up of the 2008 Survey of U.S. School District Administrators, was made at the 15th Annual Sloan-C Conference in October 2009 by Anthony G. Picciano and Jeff Seaman as part of a panel on K-12 Online Learning Growth: Implications for Higher Education and Professional Development.
The study referenced above was the second of three national studies being conducted on the extent and nature of online learning in American K-12 education.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
AERA 2016 - Evaluation and Approval Constructs for K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, April). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual meeting of the American Educational Research Association, Washington, DC.
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
K-12 Online Learning: A Follow Up of the 2008 Survey of U.S. School District ...apicciano
This presentation, K-12 Online Learning: A Follow Up of the 2008 Survey of U.S. School District Administrators, was made at the 15th Annual Sloan-C Conference in October 2009 by Anthony G. Picciano and Jeff Seaman as part of a panel on K-12 Online Learning Growth: Implications for Higher Education and Professional Development.
The study referenced above was the second of three national studies being conducted on the extent and nature of online learning in American K-12 education.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
AERA 2016 - Evaluation and Approval Constructs for K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, April). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual meeting of the American Educational Research Association, Washington, DC.
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
CIDER 2016 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/
VSS 2012 - iNACOL Panel of Virtual Schools and Teacher Education Program Coll...Michael Barbour
Kennedy, K., Archambault, L., Barbour, M. K., Parent, R., Zygouris-Coe, V., Dawson, K., Goon, D. A., & DeBates, D. (2012, October). iNACOL panel of virtual schools and teacher education program collaborations: Preparing teachers for K-12 online teaching. A panel presentation at the annual Virtual School Symposium, New Orleans, LA.
This panel is the result of an iNACOL brief that features experts from online schools and teacher education programs who are collaborating to provide teachers an opportunity to learn what it is like to become a K-12 online teacher, including the necessary skill sets that must be fostered for success in the online environment.
CANeLearn Webinar 2021 - Pandemic Pedagogy in Canada: Lessons from the First ...Michael Barbour
LaBonte, R., Barbour, M. K., & Nagle, J. (2021, November). Pandemic pedagogy in Canada: lessons from the first 18 months [Webinar]. Canadian eLearning Network.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...Dr. Amarjeet Singh
The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
DLAC 2020 - The Union Experience: Examining Contract Language Related to E-Le...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). The union experience: Examining contract language related to e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
SITE 2011 - The Promise and the Reality: Exploring the Research on Virtual Sc...Michael Barbour
Barbour, M. K. (2011, March). The promise and the reality: Exploring the research on virtual schooling. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Nashville, TN.
The first web-based distance education programs at the K-12 began in the early 1990s. Unlike distance education and online learning in general, much less is known about virtual schooling – even less of which is based on systematic research. What is known is often based solely on practitioner experiences. Regardless, the growth and practice of virtual schooling has far out-paced the production of reliable and valid research. This paper will focus upon describing the evolution of K-12 online learning in Canada and the United States, how that evolution has impacted rural schools, and what lessons can be learned from the experiences with K-12 online learning.
AERA 2019 - Examining the Validity of the International Association for K–12 ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2019, April). Examining the validity of the International Association for K–12 Online Learning (iNACOL) Standards: Improving K–12 online course design. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
LaBonte, R., Barbour, M. K., McCallum, F., Canuel, M., Linder, G., & Bitgood, R. (2020, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada. A panel presentation at the Digital Learning Annual Conference, Austin, TX.
Sloan-C ALN NGLC Panel Presentation The Next Generation Learning Challenge and Online Learning: A Report on Selected Projects
November 9, 2011
* Online Learning: Keys to Success of the SUNY Learning Network
* NUTN NETWORK 2011
* Factors & Strategies that impact online CC student persistence,
* Kim Scalzo's DAETE presentation- SLN SOLsummit
* Bob Knipe's presentation on accreditation and DL: what ever DL director should know
* David Wicks Mobile Learning - SOLsummit 2011
* SLN research update 2011 - SLN SOLsummit
* ANGEL 7.4 administration
* HCCC Using ANGEL to facilitate a Culture of Assessment- Jacqueline Snyder, Tabitha Carter, and Bill Pelz- SLN SOLsummit
* Sln course design process
* A conceptual framework for high quality, higher education, online learning environments.
* Learning Presence
* INACAP/SLN/SUNY Mesa Redonda
* Stevie Rocco's prezis: Separating Content from Structure: The LMS Quandary & The PSU Online Initiative
* Bryan Alexander's: Emerging technologies for teaching and learning: a tour of the 2010 horizon
* Chrisie Mitchell's Online Student Success Initiatives at Dutchess Community College
* Phil Ice's: Student Retention in Online Programs
* Bill Pelz and Jane Verri's: The Herkimer HyFlex
* Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
* Richard Garrett's Eduventures: Online Higher Education Market Update 2010- U.S. and New York Data
* Show more… Loading…
Documents29
* SLN 5 key elements of success
* 2011 summit attendees
* SED Application for Addition of the Distance Education Format to a Registered Program
* List of institutions approved through the institutional capability review process for Distance Learning
* SED Institutional Capability Review for Distance Learning- short form
* CPD/SLN/OLIS certificate programs - SLN SOLsummit
* 50 alternatives to lecture
* SLN Online Teaching Self-assessment
* A series of unfortunate online events
* Resources
* SLN SOLSummit 2010 attendees list
* SLN SOLSummit 2010 Agenda
* Teaching Outside The Box Handout
* teaching outside the
* SLN education mission statement
* SLN facuty development program description
* The SLN faculty development process
* Chile 2009 - US State Department Speaker program and INACAP
* Teaching Outside The Box Handout for Delhi 2-3-98 2009 Conference
* Teaching Outside The
* Show more… Loading…
Videos0
* Go PRO
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
This powerpoint was used in the presentation at the Online Learning Consortium's Annual Conference in 2015. The presentation was based on a survey conducted of faculty governance leaders in American colleges and universities.
CIDER 2016 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/
VSS 2012 - iNACOL Panel of Virtual Schools and Teacher Education Program Coll...Michael Barbour
Kennedy, K., Archambault, L., Barbour, M. K., Parent, R., Zygouris-Coe, V., Dawson, K., Goon, D. A., & DeBates, D. (2012, October). iNACOL panel of virtual schools and teacher education program collaborations: Preparing teachers for K-12 online teaching. A panel presentation at the annual Virtual School Symposium, New Orleans, LA.
This panel is the result of an iNACOL brief that features experts from online schools and teacher education programs who are collaborating to provide teachers an opportunity to learn what it is like to become a K-12 online teacher, including the necessary skill sets that must be fostered for success in the online environment.
CANeLearn Webinar 2021 - Pandemic Pedagogy in Canada: Lessons from the First ...Michael Barbour
LaBonte, R., Barbour, M. K., & Nagle, J. (2021, November). Pandemic pedagogy in Canada: lessons from the first 18 months [Webinar]. Canadian eLearning Network.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...Dr. Amarjeet Singh
The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
DLAC 2020 - The Union Experience: Examining Contract Language Related to E-Le...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, February). The union experience: Examining contract language related to e-learning in Canada. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
SITE 2011 - The Promise and the Reality: Exploring the Research on Virtual Sc...Michael Barbour
Barbour, M. K. (2011, March). The promise and the reality: Exploring the research on virtual schooling. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Nashville, TN.
The first web-based distance education programs at the K-12 began in the early 1990s. Unlike distance education and online learning in general, much less is known about virtual schooling – even less of which is based on systematic research. What is known is often based solely on practitioner experiences. Regardless, the growth and practice of virtual schooling has far out-paced the production of reliable and valid research. This paper will focus upon describing the evolution of K-12 online learning in Canada and the United States, how that evolution has impacted rural schools, and what lessons can be learned from the experiences with K-12 online learning.
AERA 2019 - Examining the Validity of the International Association for K–12 ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2019, April). Examining the validity of the International Association for K–12 Online Learning (iNACOL) Standards: Improving K–12 online course design. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
LaBonte, R., Barbour, M. K., McCallum, F., Canuel, M., Linder, G., & Bitgood, R. (2020, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada. A panel presentation at the Digital Learning Annual Conference, Austin, TX.
Sloan-C ALN NGLC Panel Presentation The Next Generation Learning Challenge and Online Learning: A Report on Selected Projects
November 9, 2011
* Online Learning: Keys to Success of the SUNY Learning Network
* NUTN NETWORK 2011
* Factors & Strategies that impact online CC student persistence,
* Kim Scalzo's DAETE presentation- SLN SOLsummit
* Bob Knipe's presentation on accreditation and DL: what ever DL director should know
* David Wicks Mobile Learning - SOLsummit 2011
* SLN research update 2011 - SLN SOLsummit
* ANGEL 7.4 administration
* HCCC Using ANGEL to facilitate a Culture of Assessment- Jacqueline Snyder, Tabitha Carter, and Bill Pelz- SLN SOLsummit
* Sln course design process
* A conceptual framework for high quality, higher education, online learning environments.
* Learning Presence
* INACAP/SLN/SUNY Mesa Redonda
* Stevie Rocco's prezis: Separating Content from Structure: The LMS Quandary & The PSU Online Initiative
* Bryan Alexander's: Emerging technologies for teaching and learning: a tour of the 2010 horizon
* Chrisie Mitchell's Online Student Success Initiatives at Dutchess Community College
* Phil Ice's: Student Retention in Online Programs
* Bill Pelz and Jane Verri's: The Herkimer HyFlex
* Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
* Richard Garrett's Eduventures: Online Higher Education Market Update 2010- U.S. and New York Data
* Show more… Loading…
Documents29
* SLN 5 key elements of success
* 2011 summit attendees
* SED Application for Addition of the Distance Education Format to a Registered Program
* List of institutions approved through the institutional capability review process for Distance Learning
* SED Institutional Capability Review for Distance Learning- short form
* CPD/SLN/OLIS certificate programs - SLN SOLsummit
* 50 alternatives to lecture
* SLN Online Teaching Self-assessment
* A series of unfortunate online events
* Resources
* SLN SOLSummit 2010 attendees list
* SLN SOLSummit 2010 Agenda
* Teaching Outside The Box Handout
* teaching outside the
* SLN education mission statement
* SLN facuty development program description
* The SLN faculty development process
* Chile 2009 - US State Department Speaker program and INACAP
* Teaching Outside The Box Handout for Delhi 2-3-98 2009 Conference
* Teaching Outside The
* Show more… Loading…
Videos0
* Go PRO
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
This powerpoint was used in the presentation at the Online Learning Consortium's Annual Conference in 2015. The presentation was based on a survey conducted of faculty governance leaders in American colleges and universities.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
K-12 online learning in California is slowly making traction. Two recent dissertations researched K-12 online learning in California by Kelly Schwirzke and Rob Darrow are shared in this presentation.
Starting and Growing A Successful Online Learning Program Blackboard
Learn about the most recent trends in online learning in K-12 school districts from Blackboard’s Practice Leader, John Canuel. Also hear from Stacey Campo, Poway Unified School District’s Instructional Technology Specialist, about the nuts and bolts of a successful district implementation.
Offering Students a Spectrum of Online Learning Experiences: featuring Jeffco...Blackboard
In 2006, Jeffco Public Schools in Colorado was looking for a way to address the staggering number of students that were failing classes as well as provide options for students that wanted to learn in a way that modeled their digital lives. The district also wanted to expand educational options for the hundreds of students that were leaving the district each year to learn online elsewhere.
In order to meet these needs, Jeffco Public Schools turned to Blackboard to expand educational offerings with online courses.
Jeffco Public Schools shares how Blackboard software helped accomplish the following:
Develop a five-year road map for online learning,
Address the districts withdrawal and failure rate,
Provide online learning opportunities without students having to leave their school,
Launch a statewide online school and,
Use online learning as a vehicle for organizational change.
Introduction to Online Teaching and LearningJason Rhode
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
Introductiontoonline 4printfall13-131111160756-phpapp01 (1)Aravindharamanan S
Online learning is education that takes place over the Internet. It is often referred to as “e- learning” among other terms. However, online learning is just one type of “distance learning” - the umbrella term for any learning that takes place across distance and not in a traditional classroom.
OLC ACCELERATE PRESENTATION TITLED:
An Analysis and Critique of the United States Department of Education/Institute of Education Sciences New Report on Using Technology to Support Postsecondary Learning: Insights, Suggestions, and Methods
November 2019
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
Blending with Purpose: The Multimodal Modelapicciano
This presentation was made at the 14th Annual Sloan Consortium Conference held in Orlando in November 2008. It was the keynote presentation for the workshop on Blended Learning.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
K 12 Online Final K 12 Online Next Generation November 2008
1. Liz Pape, President and CEO, Virtual High School Global Consortium Anthony G. Picciano, Hunter College and Graduate Center, City University of New York Julie Young, President and CEO, Florida Virtual School Online Learning in K-12 Education: The Next Generation Panel presentation at the 14 th Annual Sloan Consortium Conference on Online Learning
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3. K-12 Online Learning: What the Data Says? - Anthony G. Picciano & Jeff Seaman Studies were conducted in 2005-2006 and 2007-2008. The purpose of these studies was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. (A study of online learning in the American high school is planned for 2009). They were among the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. Issues related to planning, operational difficulties, and online learning providers were also examined.
4. K-12 Online Learning: What the Data Says? The major research questions that guided these studies were: What is the nature and extent of online and blended learning in K–12 schools in the United States? What is the perceived importance of online and blended learning for K–12 school programs? What are the issues and barriers that impede the development of online and blended learning in K–12 schools? Who are the major providers of online and blended learning courses to K–12 schools? Survey responses were followed-up with telephone interviews with selected respondents.
5. K-12 Online Learning: What the Data Says? In conducting these surveys, it was determined that there needed to be a separation of online from blended learning courses. In the absence of any standard definitions for online and blended learning, the definitions used by Allen & Seaman for the Sloan Consortium studies of American higher education were adopted, namely: Online — courses where most or all of the content is delivered online. Defined as at least 80% of seat time being replaced by online activity. Blended/Hybrid — courses that blends online and face-to-face delivery where a substantial proportion (30 to 79%) of the content is delivered online.
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7. K-12 Online Learning: What the Data Says? Online v. Blended Learning Within the sample, the data show that overall higher percentages of students are enrolled in online courses than blended courses. Table 3. Online Enrollment by Grade Level Fully Online Blended/Hybrid Total N % N % N % Grades K–5 2733 16% 538 5% 3271 12% Grades 6–8 1793 10% 3980 36% 5773 20% Grades 9–12 12625 73% 6519 59% 19144 67% Other 198 1% 56 1% 254 1% Total 17349 100% 11093 100% 28442 100%
8. K-12 Online Learning: What the Data Says? Why Online Learning Respondents report that online learning is meeting the specific needs of a range of students, from those who need extra help to those who want to take more advanced courses and whose districts do not have enough teachers to offer certain subjects.
9. K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Online Instruction Provider Fully Online (percentage of districts with fully online courses using this provider) Blended (percentage of districts with blended courses using this provider) Your district (i.e., delivered centrally from the district) 20.2% 37.1% Cyber (i.e., online) charter school in your district 9.8% 6.7% Other schools in your district 6.4% 15.7% Another local school district, or schools in another district, in your state 22.0% 29.2% Education service agencies within your state (e.g., BOCES, COE, IU), not including the state education agency or local school districts 24.9% 18.0% State virtual school in your state (i.e., state-centralized K–12 courses available through Internet- or web-based methods 34.1% 11.2% State virtual school in another state 13.3% 3.4% Districts or schools in other states (other than state virtual schools) 5.2% 3.4% Postsecondary institution 47.4% 38.2% Independent vendor 31.8% 25.8% Other 2.3% 1.1%
10. K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Table 8. Number of Online Learning Providers Being Used Number of Providers N % 1 47 26% 2 56 30% 3 32 16% 4 or more 53 28% Total 188 100% Missing 2 Total 190
11. K-12 Online Learning: What the Data Says? Concerns? Respondents mentioned a number of concerns in offering online courses. Table 5. Percentage Summary of Responses to: How much of a barrier the following areas would be (or are) in offering fully online or blended learning courses?
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16. The Virtual High School Global Consortium Model Liz Pape Virtual High School Global Consortium