Michael K. Barbour and Tom Clark
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Abstract
This chapter summarizes the findings of contributed chapters in the book about online, blended, and distance learning programs in schools, about what educators in North America and internationally can learn from each other, and key policy and practice issues that need to be addressed. Lessons learned and effective practices are shared from a variety of programs in six countries. Advice by chapter contributors is synthesized on key program practice issues such as teaching, curriculum, technology, and management, and key policy issues such as academic quality, the role of government, and educational equity. The chapter concludes with eight global trends for online, blended, and distance learning in schools.
Discussion Questions
1. Keeler (Chapter 2) notes the importance of high-quality instructional design and content. Darrow (Chapter 4) notes that a wide range of open educational resources are available to integrate into online and blended courses. What are the advantages and disadvantages in using open educational resources content in online and blended learning?
2. . The authors of the UK and Australia case studies note a national curriculum focus on digital literacy that leaves digital learning policy to state-level education agencies. The South Korea chapter authors describe a national e-learning system connected to policy goals. Is one way or the other a better way of promoting online and blended learning in a nation's schools? Justify your views.
3. Might policies that promote development of blended schools help to address quality concerns surrounding full-time online schools in the U. S.? If you believe these concerns are invalid, explain your views. If you think they are valid, please explain how blended schools could help.
4. How can online and blended teachers use adaptive learning and adaptive testing via technology to promote student learning?
5. In this chapter, the co-editors present 8 key trends for the future of online, blended, and distance education in schools: global and evidence-based, mobile and open, blended and facilitated, and personalized and adaptive. Are there other trends you think are important to consider?
Additional Resources
For recent survey reports on K-12 Online Learning Activity in North America and internationally, see Additional Resources in Chapter 1.
Curriculum
Barbour, M. K., Morrison, J., & Adelstein, D. (2014). The forgotten teachers in K-12 online learning: Examining the perceptions of teachers who develop K-12 online courses. International Journal of Online Pedagogy and Course Design, 4(3), 18-33. Retrieved from
http://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1203&context=ced_fac
Instruction
Beck, D., & Maranto, R. (2014). Empowering teachers? An exporatory study of personnel practices in virtual charter schools in the United States. Journl of Open, Flexibile, and Distance Learning, 18)2). Retrieved from
http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/213/185
Larson, J. S. (2014). Demographics and preparation levels of K-12 online teachers. (Doctoral dissertation) Arizona State University. Retrieved from https://repository.asu.edu/attachments/134872/content/Larson_asu_0010E_13736.pdf
Management & Policy
Barbour, M. K., Clark, T., DeBruler, K., & Bruno, J. A. (2014). Evaluation and approval constructs for online and blended courses and providers. Lansing, MI: Michigan Virtual Learning Research Institute at MVU. Retrieved from
http://media. mivu.org/institute/pdf/eval_constructs.pdf
Molnar, A. (Ed.); Rice, J.K., Huerta, L., Shafer, S. R., Barbour, M.K., Miron, G., Gulosino, C, Horvitz, B. (2014). Virtual schools in the U.S. 2014: politics, performance, policy, and research evidence. Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/virtual-schools-annual-2014
Rice, K. (2014). Research and history of policies in K-12 online and blended learning. Retrieved from
http://scholarworks.boisestate.edu/edtech_facpubs/101
Trends: Global and Evidence-Based
Daniel, J. (2013, February). ICTs in global learning/teaching/training. Moscow: UNESCO Institute for Information Technologies in Education. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214713.pdf
Ferdig, R. E., & Kennedy, K. (Eds.). (2014). Handbook of K-12 Blended and Online Learning Research.Pittsburgh, PA: ETC Press. Retrieved from http://press.etc.cmu.edu/files/Handbook-Blended-Learning_Ferdig-Kennedy-etal_web.pdf
Final WSIS target review: achievements, challenges and the way forward. Partnership on Measuring ICT for Development. Geneva: ITU. Retrieved from http://www.uis.unesco.org/Communication/Documents/wsis-final-targets-review-2014.pdf
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C.: Author. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Trends: Mobile and Open
Barbour, Michael; Grzebyk, Tamme Quinn; and Eye, John, "Any time, any place, any pace-really? Examining mobile learning in a virtual school environment" (2014). Education Faculty Publications. Paper 116. Retrieved from
http://digitalcommons.sacredheart.edu/ced_fac/116
Baran, E. (2014). A Review of research on mobile learning in teacher education. Educational Technology & Society, 17 (4), 17–32. Retrieved from http://www.ifets.info/journals/17_4/2.pdf
CCSSO. (2014, November). State of the states: open educational resources in K-12 education. Retrieved from
Murray, J. (2014). Open education: A revolution of resources and community. TCC Worldwide Online Conference. Retrieved from http://www.editlib.org/p/149829/proceedings_149829.pdf
Trends: Personalized and Adaptive
Bray, B. & McClaskey, K. (2014, June 23). Personalization v Differentiation v Individualization (PDI) Chart (Version 3). Retrieved from http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html
Enyedy, N. (2014). Personalized instruction: new interest, old rhetoric, limited results, and the need for a new direction for computer-mediated learning. Boulder, CO: National Education Policy Center. Retrieved from
http://nepc.colorado.edu/files/pb-personalized-instruction.pdf
RAND Corporation. (2014, November). Early progress: Interim research on personalized learning. Seattle, WA: Gates Foundation. Retrieved from
http://collegeready.gatesfoundation.org/article/early-progress-interim-report-personalized-learning
Waters, J. K. (2014, April). Adaptive learning: are we there yet? T H E Journal, 41, (4). Retrieved from
http://thejournal.com/articles/2014/05/14/adaptive-learning-are-we-there-yet.aspx
Trends: Blended and Facilitated
Barbour, M. K. (2014). A history of international K-12 online and blended instruction . In R. Ferdig & K. Kennedy (Eds)., Handbook of Research on K-12 Online and Blended Learning (pp. 25-50). Pittsburgh, PA: Entertainment Technology Center Press, Carnegie Mellon University. Retrieved from http://press.etc.cmu.edu/files/Handbook-Blended-Learning_Ferdig-Kennedy-etal_web.pdf
Dikkers, A. G., Whiteside, A. L., & Lewis, S. (2014, December). Do you blend? Huntley High School does. eLearn Magazine. Retrieved from http://elearnmag.acm.org/archive.cfm?aid=2686759
K-12 Education Trends
Hanover Research. (2013, December). Future trends in K-12 education. Washington, DC: Author. Retrieved from
https://ts.madison.k12.wi.us/files/techsvc/Future%20Trends%20in%20K-12%20Education.pdf
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
References
Barbour, M. K., Brown, R., Waters, L. H., Hoey, R., Hunt, J. L., Kennedy, K., Ounsworth, C., Powell, A., & Trimm, T. (2011). Online and blended learning: A survey of policy and practice around the world. Vienna, VA: International Association for K–12 Online Learning. Retrieved from
http://www.inacol.org/wp-content/uploads/2012/11/iNACOL_IntnlReport2011.pdf
Cavanaugh, C. (2012). MOORC: Massively open online research community. Paper presented at the New Trends on Global Education Conference, Kyrenia, North Cyprus.
Christensen, C. M., Horn, M. B., & Staker , H. (2013). Is K–12 blended learning disruptive? San Mateo, CA: Innosight Institute. Retrieved from http://www.christenseninstitute.org/publications/hybrids
Education Growth Advisors. (2013). Learning to adapt: Understanding the adaptive learning supplier landscape. Stamford, CT: Author. Retrieved from http://edgrowthadvisors.com/researchpaper-1
Izmestiev, D. (2012). Personalized learning: A new ICT-enabled education approach. Moscow: UNESCO Institute for Information Technologies in Education. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214716.pdf
Selywn, N. (2012). Education in a digital world. London: Routledge.
UNESCO. (2013). UNESCO policy guidelines for mobile learning. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0021/002196/219641E.pdf
U.S. Department of Education. (2010). National educational technology plan. Washington, DC: Author. Retrieved from http://www.ed.gov/technology/netp-2010
Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2012). Keeping pace with K–12 online and blended learning. Evergreen, CO: Evergreen Education Group. Retrieved from http://kpk12.com/reports