Online learning in K-12 schools refers to distance education where teachers and students are separated by time or space. It can take various forms including online, video-based, or print-based independent study. There are different types of K-12 online learning programs including statewide online learning, online learning consortia, programs through colleges and universities, cyber charters, and local school district programs. Critical success factors for online learning include clear expectations, meaningful curriculum, opportunities for collaboration, and teacher quality.

1. Online Learning in K-12 SchoolsGideon Dudgeon

2. Type of distant education or formal study in which teachers and learners are separate in time or space

3. Distant education may be electronic, such as online or video-based study, or non-electronic, such as print-based independent studyReference Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.2What is Online Learning?

4. Expand access to educationProvide curricular optionsAs educators, we should be using technologyas a critical design factor, in combination withResearch on how people best learn.Cavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.3Purpose of Distant Education

5. Statewide online learning programsOnline learning consortiaCollege or university-based online learning programsCyber chartersLocal school programsPrivate providersCavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.4Types of K-12 Online Learning Programs

6. Provide every student access to e-learningEnable every teacher to participate in e-learning trainingExplore create ways to fund e-learning opportunitiesEncourage the use of e-learning options to meet NLCB requirements for HQTDevelop quality measures and accreditation standards for e-learning that mirror those required for course creditCavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.5Progress in Implementing K-12 Online Learning

7. Clear expectationsConcrete deadlines with some flexibilityOutlines of course requirementsStudy guidesMeaningful curriculumOpportunity for rich interactive collaboration among students and teachersTeacher qualityCavanaugh, C., & Clark, T. (2007). CHAPTER 1: The Landscape of K--12 Online Learning. In , What Works in K-12 Online Learning (pp. 5-19). International Society for Technology in Education. Retrieved from EBSCOhost.6Critical Success Factors

8. Is the practice of using computer software to organize and manage courses, course materials, students, grades, quizzes, and communications. Course and learning management systems are usually web-based. Can be used as an add-on for a regular course allowing teachers to manage various aspects of teaching. It can also be used in distance learning or hybrid courses as the primary mean of communication among teachers and students. 7Learning Management System

9. Moodle - is a course management system designed to help educators who want to create quality online courses.RCampus - is a comprehensive Education Management System and a collaborative learning environment. 8Popular Learning Management Systems

10. Class websiteGradebookMessagingTeam ManagementRoster ManagementCoursework and AssignmentsAutomate online submissionsDocument centerEmail AlertsCalendarStudent self registrationSingle login, cross-campus9Rcampus Features

11. Course reportsAssignment moduleChat moduleChoice moduleForum moduleGlossary moduleLesson moduleQuiz moduleResource moduleSurvey moduleWiki moduleWorkshop module10Moodle Features

12. Typically, a teacher has full control over all settings for a course. Choice of course formats settings such as by week, by topic or a discussion-focused social format An individual course theme and layout can be created for any course. Flexible array of course activities - Forums, Quizzes, Glossaries, Resources, Choices, Surveys, Assignments, Chats, Workshops Recent changes to the course since the last login can be displayed on the course home page - helps give sense of community Mail integration - copies of forum posts, teacher feedback etc can be mailed in HTML or plain text. Users can set a preference for daily emails in their profile Custom scales - teachers can define their own scales to be used for grading forums and assignments Specific course activities and resources can be imported from another existing course 11Overview of Course Managment

13. Resistance of faculty members who may have earned their graduate degree without technological innovationsFew incentives for innovative teachingAdditional training and time for professional developmentLack of specific outcomes and performance measures for curriculum related to technologyGillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.12Potential Obstacles