WSU dissertation defense.

1. WASHINGTON STATE SUPERINTENDENTS
AND K-12 ONLINE LEARNING:
LEADERSHIP PERCEPTIONS, CHALLENGES
& OPPORTUNITIES
Glenn E. Malone
Washington State University April, 2012

2. To Examine the Perceptions,
Interpretations, and Reactions of
K-12 Superintendents in Washington
…in Response to the
Rapid Growth of Online Learning.
Purpose
Malone (2012)

3. Superintendent Perceptions:
Augustine-Shaw (2001)
Robison (2007)
K-12 Online Learning:
Barbour (2009)
Literature Reviewed
Malone (2012)

4. Innovation ~ Recommendations
Leadership ~ Purposes
Change ~ Issues
Leadership
Online
Learning
Innovation Change
Disruptive Innovation
Theoretical Framework
Malone (2012)

5. Q1 What are the issues that impede or support the
implementation of online learning as perceived
by Washington superintendents?
Q2 What do Washington superintendents identify as
the purposes for online learning?
Q3 What recommendations do Washington superintendents
suggest for successful implementation of online learning?
Q4 How does district size, years of experience, and online
status affect superintendent perceptions of the
online learning environment?
Research Questions
Malone (2012)

6. Mixed Methods Study ~ Online Survey
39 Closed & 5 Open-ended Survey Items
Quantitative Analysis:
Descriptive Statistics
Pearson’s Correlation Coefficient
Qualitative Analysis:
Constant Comparative Method
Methodology
Malone (2012)

7. 300
275
250
225
# of Superintendents 200
Responding to Survey
175
Total 287
150
Respondents 201
125 70%
100
75
50
25
0
Respondents
Malone (2012)

8. % of Respondents by District Size
Less than 100 students
13% 9%
100 – 500 students
11% 22% 501 – 1,000 students
1,001 – 2,500 students
14% 2,501 – 5,000 students
14% 5,001 – 10,000 students
17%
10,000+ students
Respondents
Malone (2012)

9. % of Respondents by Experience
24% 25%
0-3 years
4-7 years
8-11 years
18%
12+ years
33%
Respondents
Malone (2012)

10. % of Respondents by Online Status
19%
Not offering
Considering
16%
Currently offering
65%
Respondents
Malone (2012)

11. Q1 ISSUES: THEMES (P. 67)
„ Financial
„ Quality
„ Regulations
Findings
Malone (2012)

12. Q1 ISSUES: FINANCIAL
„ “ We provide online learning to 150-200 students. 50 are from our own district. The
others from across the state. We could not offer either without the other. We need
150-200 to break even ... and we still lose money compared to bricks and mortar
schools.”
„ “I am very skeptical of the motives of private companies and some school districts'
purposes. While it is not likely generalizable, my perception is that in some instances
there is more interest in making money than with teaching and learning.”
„ “I am deeply troubled by districts using online learning to make money.”
„ “The motives are overwhelmingly financial.”
„ “It is clearly a method for school districts to add additional funds to the district. School
districts in Washington State have used this process, knowingly, to pirate students from
districts.”
„ “With declining resources how can we possibly allocate funds that we don't have to
researching these opportunities. They are important but we are just trying to survive
right now!”
Findings
Malone (2012)

13. Q1 ISSUES: QUALITY
„ “The harm to local districts comes when the parents get sick of baby-
sitting and send the student back to the home district and we have to
pick up the loss of academic gains.”
„ “Students are unsuccessful in online schools and then public school has
to clean the mess up.”
„ “I have issue with the quality of some of the programs, since these
students often end up back in our system with inadequate skills.”
„ “We find that students that come back to us from an online program
have significant deficits in their learning.”
„ “I worry that online programs that may be legally sufficient are not
necessarily quality programs that provide an alternative pathway for
student success, but they do provide dollars to a district.”
„ “I have never heard, in my experience, whether or not these programs
make an impact on student learning.”
Findings
Malone (2012)

14. Q1 ISSUES: REGULATION
„ “Living in the midst of school districts trying to push the limits of the
new laws to bring in FTE, I am a bit jaded at this point.”
„ “Online programs have to be regulated to weed out the money grabbers
from the legitimate educators.”
„ “The ever-changing funding for ALE makes investment risky.”
„ “The idea that some schools profit from online courses with FTE, and
that other school loose FTE is difficult.”
„ “State agencies need to work together to remove road blocks to online
learning.”
„ “The state taking away 20% of the funding and opening their own online
competition is definitely an issue!”
Findings
Malone (2012)

15. Q1 ISSUES (p. 64)
Disagree Agree
1.5
2
2.5
3
3.5
32. Manage Records
3.31
33. Trained Teachers
3.22
30. Adequate Computers
3.21
29. Gain Support
3.17
23. Best for 6th – 12th grade
2.94
22. Tech Skills Needed
2.85
24. Isolates Students
2.82
31. Create Policy Limits
2.82
26. Detracts from Community
2.8
21. Teacher/Student Interactions
2.64
27.Void of Diversity Issues
2.48
16. Increased Inequities
2.41
17. Financial Burden on Schools
2.35
18. Diminishes Parent Invlvmt
2.15
25. Easy to Pass
2.1
19. Financial Burden on Parents
1.95
Findings
Malone (2012)

16. Q2 PURPOSES: THEMES (P. 76)
„ Flexibility
„ Individualization
„ Options
Findings
Malone (2012)

17. Q2 PURPOSES: FLEXIBILITY
„ Scheduling Flexibility (M=3.23)
„ “The purpose of online learning is to provide flexible
opportunities for students in a system that is traditionally
not flexible.”
„ “Online Learning allows us to provide students with an
opportunity to fulfill graduation requirements when they
need to accrue credits.”
„ “It gives students options and opportunities in a variety of
situations young students get themselves into.”
Findings
Malone (2012)

18. Q2 PURPOSES: INDIVIDUALIZATION
„ Meeting Individual Student Needs (M=3.13)
„ “Not all students learn the same way. Online learning gives
those students an opportunity for an education who may
not be able to attend a brick and mortar school for specific
reasons.”
„ “Online learning seems best suited to meeting unique,
individual needs rather than serving large numbers of
students.”
Findings
Malone (2012)

19. Q2 PURPOSES: OPTIONS
„ Expanding Course Options (M=3.11)
„ “Online learning is a tool used in creating a continuum of
services to meet the mission of ensuring the learning of all
our children, not a whipping post for legislators and short
sighted educators who may be afraid of change.”
„ “The purpose is to provide a wider variety of opportunities
for students to take courses.”
„ “It is beneficial to have a variety of choices for students to
engage in high quality learning environments.”
Findings
Malone (2012)

20. Q2 PURPOSES: CONCERNS
„ “I do not believe the purposes of online learning align with
the practice.”
„ “I believe districts rip off the system and have lost site of
the purpose.”
„ “There is a considerable gap between the stated potential
for online learning and its actual implementation, which is
profit-driven.”
Findings
Malone (2012)

21. Disagree Agree
Q2 PURPOSES (p. 61) 1.5
2
2.5
3
3.5
13. Flexible Learning 3.23
10. Homebound Students 3.13
4. Offer Unavailable Courses 3.11
7. Advanced Placement Selection 2.94
11. Special Needs 2.88
5. Avoid Scheduling Conflict 2.79
8. Individualized Instruction 2.79
12. Home School 2.68
14. Develops Tech Skills 2.67
6. Solution to Teacher Shortage 1.96
9. Provide Financial Resources 1.95
Findings
Malone (2012)

22. Q3 RECOMMENDATIONS: THEMES (P. 77)
„ Blending
„ Individualization
„ Regulations
„ Examination
Findings
Malone (2012)

23. Q3 RECOMMENDATIONS: BLENDING
„ “Face-to-face contact remains critical to maintaining an effective and
sustained online learning program.”
„ “Traditional and online learning together produce the best results.”
„ “Strong face-to-face student-to-teacher relationships and interactions
are essential as the mainstay of K-12 education.”
„ “Teachers are still an important component of online learning. The
human connection is critical.”
„ “Online learning and blended classrooms are the future of education.
We as educators must have the vision to allow these programs in our
existing schools to support and enhance our more traditional academic
programs.”
Findings
Malone (2012)

24. Q3 RECOMMENDATIONS: INDIVIDUALIZATION
„ “Online learning provides an opportunity for students who
do not fit in the traditional classroom setting.”
„ “I am very satisfied to have online learning available to the
few learners who need the option but not on a widespread
basis.”
„ “Online learning should continue to be very limited to meet
unique needs of individual students but not a replacement
for the strong and good work being done with face-to-face
instruction in schools.”
Findings
Malone (2012)

25. Q3 RECOMMENDATIONS: REGULATIONS
„ “OSPI needs to create reasonable reporting requirements and funding
formulas.”
„ “Regulate the funding of online learning very carefully from OSPI. Make
an effort to limit abuse from revenue generating interests.”
„ “Provide via statewide model so districts are not competing for students.”
„ “Online programs, if offered to the public, should be offered and
controlled 100% by OSPI.”
„ “Develop stronger policies that discourage fly-by-night providers that
create a churn in student enrollments for profit.”
„ “Vetted courses should be made available at no cost to districts, funded
by the state, so that access to educational services does not become even
more inequitable.”
Findings
Malone (2012)

26. Q3 RECOMMENDATIONS: EXAMINATION
„ “Good grief, how many more hours should a young person spend in a virtual versus
actual experience?”
„ “Online programs exacerbate the problems of regular schools, rather than solve
them.”
„ “In general, online learning is not a meaningful learning experience.”
„ “We cannot afford to bury our heads in the sand on this issue. Technology will
continue to infuse itself into education; we can embrace it or get choked by it.”
„ “The decision to offer online programming should be based on student need, not the
administrative prejudices or limitations of the adults in the system.”
„ “We are all convinced that the breakthrough strategy for improving the quality of
instruction that students receive, and for improving the quality of professional learning
for teachers, is the meaningful collaboration of teachers who share students and
content. This is not a feature of online instruction, and in fact online programs are a
step backward toward isolation of practice and norms of autonomy vs. the norms of
collaboration we have been working to establish.”
Findings
Malone (2012)

27. Q4 DEMOGRAPHIC AFFECT
FACTORS (P. 48)
„ Experience
„ District Size
„ Online Status
Findings
Malone (2012)

28. Q4 DEMOGRAPHIC AFFECT
SUBSCALES (P. 45)
„ ALE Alternate Learning Environment
„ FA Fiscal Advantage
„ IO Instructional Options
„ 21st 21st Century Skills
„ LC Learner Centered
Findings
Malone (2012)

29. Q4 DEMOGRAPHIC: CORRELATIONS
Pearson’s Correlation Coefficient by Factor and Subscale (p. 54)
Subscale District Size Experience Online Status
Fiscal Advantage (FA) -0.083 0.042 -0.051
Instructional Options (IO) 0.092 -0.066 0.111
21st Century Skills (21) 0.017 0.037 .171*
Learner-Centered (LC) 0.137 0.107 0.107
Alternate Learning (ALE) .157* -0.025 .280**
* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed)
Findings
Malone (2012)

30. Q4 DEMOGRAPHIC: EXPERIENCE
Superintendent Perceptions by Experience (p. 57)
3.1
3.05
3.01 3.02
Agree
2.93
2.9
2.7
2.57
2.51 ALE
2.5
2.46 FA
2.34 IO
2.3 21
LC
Disagree
2.1
2.03
1.97
1.9 1.88
1.73
1.7
0-3 years 4-7 years 8-11 years 12+ years
Findings
Malone (2012)

31. Q4 DEMOGRAPHIC: DISTRICT SIZE
Superintendent Perceptions by District Size (p. 55)
3.3
3.19
Agree
3.1
2.99 3.02
2.98
2.9 2.92
2.7
ALE
2.61
2.55 2.56 FA
2.5
2.45 IO
2.36 21
2.3
LC
2.1
Disagree
1.97 1.96
1.9 1.89
1.85 1.83
1.7
< 1000 1001-2500 2501-5000 5001-10000 10000+
Findings
Malone (2012)

32. Q4 DEMOGRAPHIC: ONLINE STATUS
Superintendent Perception by Online Status (p. 58)
3.1
3.02 3.03
Agree 2.96
2.9 2.88
2.84
2.7
2.63
2.53
2.5 2.49
ALE
FA
2.3 2.29 IO
21
Disagree LC
2.1
1.99
1.9 1.9 1.91
1.7
Not Offering Considering Currently Offering
Findings
Malone (2012)

33. RECOMMENDATIONS (P. 85)
„ Regional Adaptive Dialogic Work
„ Statewide Superintendent Forums
„ Accountability Legislation
„ Blended Online Learning
„ Common Core Standard Alignment
„ Disseminate These Results
Recommendations
Malone (2012)

34. FUTURE RESEARCH (P. 86)
„ Case Study of Specific Superintendents
„ Online Learning Effectiveness
„ Equitable Access
„ Longitudinal Study of Students
„ Student Perceptions
„ Funding Models w/out Charter
Future Research
Malone (2012)

35. FINAL THOUGHTS (P. 84)
„ Underlying assumption that online learning should be
implemented more broadly.
„ Online learning may not be “the” way but “a” way to
improve student learning.
„ The privatization of public education is at the center of the
debate.
„ Superintendents’ perceptions are suspicious, leery and
jaded.
„ This study suggests some superintendents consider some
colleagues as part of the problem.
Conclusion
Malone (2012)