Barbour, M. K. (2021, May). Pandemic pedagogy, remote teaching, and online learning: Deciphering the development of K-12 distance education. [Keynote] Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12 Schools: A Symposium on Distance Learning.

1. Pandemic Pedagogy, Remote
Teaching, and Online
Learning: Deciphering the
Development of K-12 Distance
Education
Michael K. Barbour
Touro University California

2. What Does the Research
Tell Us? How Should
Research Shape Policy?
Michael K. Barbour
Touro University California
H istory of K- 12 Distance Education
History of K-12 Distance Learning

3. History of K-12 Online Learning in
the North America

4. Borup, Chambers, & Stimson (2018)
Supplemental K-12 Online Learning

5. Digital Learning Collaborative. (2019). Snapshot 2019: A review of K-12 online, blended, and digital
learning. Durango, CO: Evergreen Education Group.

6. Borup (2015)
Full-Time K-12 Online Learning

7. Digital Learning Collaborative. (2019). Snapshot 2019: A review of K-12 online, blended, and digital
learning. Durango, CO: Evergreen Education Group.

8. The Research?
 Top
journal
published
7% of the
total
articles.
 132
journals
published
four or
fewer
articles.
 102
journals
published
one
article.
0 5 10 15 20 25 30
Journal of Online Learning Research
American Journal of Distance Education
International Journal of E-Learning & Distance…
Journal of Open Flexible and Distance Learning*
Journal of Technology and Teacher Education
TechTrends
The Morning Watch
Distance Learning
International Review of Research in Open and…
Quarterly Review of Distance Education
NUMBER OF ARTICLES
JOURNALS Top 10 Journals

9. • Author Analysis—384 distinct authors; ranked by
number of articles and position of authorship.
• Top 11 authors: Michael Barbour (57), Cathy
Cavanaugh (19), Ken Stevens (18) Elizabeth Murphy
(16), Charles Graham (15), Margaret Roblyer (14),
Jered Borup (14), Leanna Archambault (12), Diana
Greer (11), Dennis Beck (10), Niki Davis (10)
• Of note: 276 authors (just under 75% of the authors)
published only one article; more than half of these
articles were published from 2011 though 2016,
perhaps indicating a growth in interest in K-12 online
learning and newer scholars.
The Research?

14. https://k12sotn.ca

15. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also
requires the careful consideration of various
pedagogical strategies. These pedagogical
considerations are used to determine which are best
suited to the specific affordances and challenges of
delivery mediums and the purposeful selection of
tools based on the strengths and limitations of each
one. Finally, careful planning requires that teachers
be appropriately trained to be able to support the
tools that are being used, and for teachers to be
able to effectively use those tools to help facilitate
student learning.

16. Online learning requires purposeful instructional
planning, using a systematic model of administrative
procedures, and course development. It also
requires the careful consideration of various
pedagogical strategies. These pedagogical
considerations are used to determine which are best
suited to the specific affordances and challenges of
delivery mediums and the purposeful selection of
tools based on the strengths and limitations of each
one. Finally, careful planning requires that teachers
be appropriately trained to be able to support the
tools that are being used, and for teachers to be
able to effectively use those tools to help facilitate
student learning.

17. Emergency remote teaching is a temporary shift
of instructional delivery to an alternate delivery
mode due to crisis circumstances. It involves the
use of fully remote teaching solutions for
instruction or education that would otherwise be
delivered face-to-face or as blended or hybrid
courses and that will return to that format once the
crisis or emergency has abated. The primary
objective in these circumstances is not to re-create
a robust educational ecosystem but rather to
provide temporary access to instruction and
instructional supports in a manner that is quick to
set up and is reliably available during an
emergency or crisis.

18. Emergency remote teaching is a temporary shift
of instructional delivery to an alternate delivery
mode due to crisis circumstances. It involves the
use of fully remote teaching solutions for
instruction or education that would otherwise
be delivered face-to-face or as blended or hybrid
courses and that will return to that format once
the crisis or emergency has abated. The primary
objective in these circumstances is not to re-
create a robust educational ecosystem but
rather to provide temporary access to
instruction and instructional supports in a manner
that is quick to set up and is reliably available
during an emergency or crisis.

23. Departments of Education
• provide guidance early
• examine curriculum for continuity
• re-consider assessment
School Districts
• provide guidance early
• address digital equity
• decide on standardized tools
• provide professional development
Schools
• understand community realities
• address digital equity
• provide professional development

30. Departments of Education
• provide guidance early
• examine curriculum for continuity
• re-consider assessment
School Districts
• provide guidance early
• address digital equity
• decide on standardized tools
• provide professional development
Schools
• understand community realities
• address digital equity
• provide professional development

35. “I think it will be easily by the
end of 2021. And perhaps even
into the next year, before we
start having some semblances
of normality.”

36. Canadians should expect to
live with the current
inconveniences for the next
two to three years.

44. • McCracken (2020) described how during the Spanish flu pandemic the telephone – a technology only 40
years old at the time – was being used for high school students in Long Beach. According to the author,
“the fact that California students were using it as an educational device was so novel that it made the
papers” (para. 2).
• during the polio epidemic in New Zealand in 1948, which closed all of that country’s schools, and the
Correspondence School – now Te Aho o Te Kura Pounamu – used traditional correspondence education
to send lessons to every household, as well as using educational radio to broadcast lessons during the
first semester of the school year (Te Kura, 2018)
• distance/online learning has regularly been suggested as an option to maintain instructional time during
short term school closures (Haugen, 2015; Hua et al., 2017; Milman, 2014; Morones, 2014; Swetlik et al.,
2015).
• online learning helped facilitate continued access to instruction in 2003 in Hong Kong when schools had
to close due to the SARS outbreak (Alpert, 2011)
• during the H1N1 outbreak in 2008 remote teaching allowed approximately 560,000 students in Hong
Kong to continue learning during that pandemic induced school closure (Latchem & Jung, 2009)
• following high levels of absenteeism during the H1N1 pandemic, private schools in Boliva developed their
own virtual classrooms and trained teachers on how to teach in that environment (Barbour et al., 2011)
• “in Singapore online and blended learning was so pervasive that teaching in online and virtual
environments was a required course in their teacher education programs and schools are annually closed
for week-long periods to prepare the K-12 system for pandemic or natural disaster forced closures”
(Barbour, 2010, p. 310).
• “the immediate post-earthquake challenges of redesigning courses using different blends of face-to-face
and online activities to meet the needs of on-campus, regional campus, and distance pre-service teacher
education students” (Mackey et al., 2012, p. 122)
• schools should plan for the following sustaining school operations when a disaster makes school buildings
inaccessible or inoperable for an extended period of time including connectivity, device distribution,
teacher preparation, instructional modalities, content creation/curation, etc. (Rush et al., 2016)

45. https://youtu.be/bP7bh-IOwCQ

46. Your
Questions
and
Comments

47. Associate Professor of Instructional
Design
College of Education & Health Services
Touro University California
mkbarbour@gmail.com
http://www.michaelbarbour.com