Ch 1 The Landscape of K-12 Online Learning What Works in K12 Online Learning Cathy Cavanaugh,...
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![Page 1: Ch 1 The Landscape of K-12 Online Learning What Works in K12 Online Learning Cathy Cavanaugh, University of North Florida Tom Clark, TA Consulting Chapter.](https://reader030.fdocuments.us/reader030/viewer/2022032523/56649d8e5503460f94a77e88/html5/thumbnails/1.jpg)
Ch 1 The Landscape of K-12 Online Learning
What Works in K12 Online Learning
Cathy Cavanaugh, University of North Florida
Tom Clark, TA Consulting
Chapter 1
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Ch 1 Introduction
IN THIS CHAPTER, we present an overview of the current status of K-12 online learning, evidence of its effectiveness, and recommendations for research, policy, and practice.
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Ch 1 Emergence of K-12 Online Learning
Public and private education in the United States is primarily regulated at the state level
Very few online learning programs in other parts of the world
K-12 online learning programs are primarily a North American phenomenon.
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Ch 1 Emergence of K-12 Online Learning
Watson, Winograd, and Kalmon (2004) define online learning as "education in which instruction and content are delivered primarily via the Internet"
A virtual school or online learning program offers formal instruction and other resources that comprise a course of study.
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Ch 1 Emergence of K-12 Online Learning
Online learning is a type of distance education, in which teacher and learners are separate in time or space.
Distance education may be electronic, such as online or video-based study, or non-electronic, such as print-based independent study.
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Ch 1 K-12 Online Learning Growth
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Ch 1 Global Reach ofK-12 Online Learning
Online learning is only beginning to emerge in Asian and African schools.
Nations with a history of K-12 distance education, such as Australia and the United Kingdom, have begun to move into online learning at the elementary and secondary levels.
Canada has considerable virtual schooling underway
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Ch 1 Types of K-12 Online Learning Programs
Most programs still target high school students
Remedial study has also become a major focus in K-12 online learning.
K-12 online learning programs may be organized in many ways.
• independent study high schools • cyber charter schools • private for-profit and nonprofit organizations
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Ch 1 Types of K-12 Online Learning Programs
Statewide online learning programs State Provided
Online learning consortia Pooling Resources
College-or university-based Most K-12 provided by colleges
Cyber charters Charter Schools
Local school programs Local districts vary
Private providers. Private Company Providers
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Ch 1 Factors in the Growth ofK-12 Online Learning
• Tradition of distance and computer-based education
• Emergence of the World Wide Web• High levels of computer and Internet access• Widespread use in schools• Government policies and funding mechanisms
that promote online learning • educational equity is a
problem
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Ch 1 Progress in Implementing K-12 Online Learning
U.S. Dept. Education Goals
1.Provide every student access2.Training for every teacher3.Explore creative funding methods 4.Encourage the e-Iearning options to meet NCLB requirements for highly qualified teachers, supplemental services, and parental choice5.Develop quality measures and accreditation standards
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Ch 1 Effectiveness of K-12 Online Learning
Need information from research and experienced practitioners about best practices
Well-designed distance education courses are important
Distance education programs may have lower student retention rates depending on how retention is defined
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Ch 1 Successful Student Characteristics
Acceleration or advanced courses
Students with conventional learning strategies
Motivation
Participation in a structured online course
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Ch 1 Course Design Factors
Collaborative project-based design
Access to models and portfolios
Well-structured courses (pg 13)
The use of multi-media
Communication using visual symbols and diagrams
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Ch 1 Schnitz and Azbell (2004) guidelines
Online materials must be visual and dynamic, downloadable and printer-friendly, randomly accessible and manipulable, conducive to production/interaction, documented to model appropriate permissions and copyright alignments, instructionally aware of and prepared for remote use, aware of the audience, assessable and accountable, and easily updatable.
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Ch 1 Instructional Factors
• Teacher quality • Online teachers need to work differently in time
and space• Teachers who have developed skill in applying
reciprocal teaching to Web-based reading • Interaction is at the heart of online learning • Simultaneous use of a number of tools in
combination
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Ch 1 Technological Approaches
New technologies and tools are adopted in virtual courses to decrease the constraints of the online environment
The teacher's work can be streamlined when the intelligent testing and diagnosis system identifies poorly learned and well-learned concepts
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Ch 1 Administrative Practices
Virtual school effectiveness is influenced by administrative practices
Public schools serve at-risk and remediation students who have benefited from mentors, on-site support staff, counseling, or technical support, because decision makers recognized the need for services
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Ch1 Recommendations for Research, Policy, and Practice
Student Characteristics
Development of programs or course modules that foster the abilities known to result in success: self-discipline, motivation, responsibility, and organization
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Ch1 Recommendations for Research, Policy, and Practice
Course Design
Sustained research in how to advance skills online accompanied by detailed study of the demands of the content areas will aid course designers
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Ch1 Recommendations for Research, Policy, and Practice
Instructional Practices and Technology
Online courses seem to work best for well-defined knowledge domains and pose greater challenge for ill-defined learning and complex skills. Research is needed to develop tools in psychomotor subjects as well as in abstract, complex subjects.
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Ch1 Recommendations for Research, Policy, and Practice
Administration and Policy
Standards must be developed that will enable reporting of outcomes of online learning programs that have a level of consistency so as to facilitate comparison and benchmarking across programs
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Ch1 Conclusion
• Global trends are changing the nature of education.
• Innovative entrepreneurs, corporations, and nations have created a worldwide marketplace
• The use of technology in schools has not met its full potential
• K-12 online learning has the potential to improve educational outcomes worldwide. The following chapters add detailed examples and strategies for online teachers
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Ch 1 The Landscape of K-12 Online Learning
Thanks for your attention!