Barbour, M. K. (2011, October). Researching K-12 online teaching. An invited presentation to Bridgewater Academy, Rock Rapids, IA.

1. Researching K-12 Online
Teaching
Michael K. Barbour
Assistant Professor
Wayne State University

2. Agenda
1. Let’s review…
2. Lessons from methodologically limited
studies?
3. Lessons from the Virtual High School?

3. What about research?
• “a paucity of research exists when
examining high school students enrolled
in virtual schools, and the research base
is smaller still when the population of
students is further narrowed to the
elementary grades”
(Rice, 2006)

4. What does the research say?
1. Comparisons of student performance based upon
delivery model (i.e., classroom vs. online)
2. Studies examining the qualities and characteristics
of the teaching/learning experience
– characteristics of
– supports provided to
– issues related to isolation of online learners (Rice, 2006)
1. Effectiveness of virtual schooling
2. Student readiness and retention issues (Cavanaugh
et al., 2009)

5. Much of the research is
methodologically flawed or
methodologically limited!

6. Problem With Student
Performance Studies

7. Examining Effect Sizes
Teacher
Effects Zone of
Desired Effects
Developmental
Effects
Reverse
Effects

8. Results of Interest
• Second and third chance programs (d=0.50)
• Matching style of learning (d=0.40)
• Computer assisted instruction (d=0.37)
• Decreasing disruptive behavior (d=0.34)
• Programmed instruction (d=0.24)
• Individualized instruction (d=0.23)
• Class size (d=0.21)
• Charter schools (d=0.20)
• Web-based learning (d=0.18)
• Home-school programs (d=0.16)
• Teacher training (d=0.11)
• Teacher subject matter knowledge (d=0.09)
• Distance education (d=0.09)
• Student control over learning (d=0.04)
8

9. Results to Consider
• Providing formative evaluation (d=0.90)
• Micro teaching (d=0.88)
• Teacher clarity (d=0.75)
• Providing feedback (d=0.73)
• Teacher-student relationships (d=0.72)
• Teaching strategies (d=0.60)
• Cooperative vs. individualistic learning (d=0.59)
• Study skills (d=0.59)
• Direct instruction (d=0.59)
• Mastery learning (d=0.58)
• Worked examples (d=0.57)
• Concept mapping (d=0.57)
• Goals (d=0.56)
• Peer tutoring (d=0.55)
• Cooperative vs. competitive learning (d=0.54)

10. Problematic Research
Online 7 principles of Interviews with teachers and course
Course effective online developers at a single virtual school,
Design course content with no verification of whether the
for adolescent interviewees’ perceptions were actually
Barbour learners effective or any student input at all for
(2005; 2007) that matter.
Online 37 best Interviews with teachers at a single
Teaching practices in virtual school selected by the virtual
asynchronous school itself. Their teachers’ beliefs
DiPietro et online teaching were not validated through observation
al. (2008) of the teaching or student performance.

11. DiPietro et al. (2008)
• 12 general characteristics • Interview data
• 2 classroom management strategies • 16 MVS teachers
• 3 pedagogical strategies: assessment
• teachers selected
• 6 pedagogical strategies: engaging by MVS
students with content
• 4 pedagogical practices: making
course meaningful for students
• 1 pedagogical strategies: providing
support
• 5 pedagogical strategies:
communication & community
• 3 technology
http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=7&IssueID=22&ArticleID=113&Source=2

12. DiPietro et al. (2008)
• 12 general characteristics • interview data
• 2 classroom management strategies • 16 MVS teachers
• 3 pedagogical strategies: assessment
• teachers selected
• 6 pedagogical strategies: engaging by MVS
students with content
• 4 pedagogical practices: making
course meaningful for students
• 1 pedagogical strategies: providing
support
• 5 pedagogical strategies:
communication & community
• 3 technology
http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=7&IssueID=22&ArticleID=113&Source=2

13. Muirhead (2000)
• focusing interactions between • review of
students, parents and colleagues on practices in
issues surrounding teaching and
Alberta
learning
supplemental
virtual schools
International Journal of Educational Management: vol. 14, no. 7, pp. 315-324

14. Weiner (2003)
• key ingredients to online learning lies • 12 teachers at
solely within motivational issues Oregon
• the importance of being a CyberSchool
disciplined, self-motivated student,
regardless of whether or not the • 103 potential
students considered themselves one students (no data
• the majority of students are not on how many
independent learners and need participated)
structure to guide them • surveys and
• social interactions among peers are interviews
just as important as pedagogical ones
• teacher-student interaction is critical
International Journal on E-Learning: vol. 2, no.3, pp. 44-50

15. Ferdig & Cavanaugh (2010)
• understanding different learning styles,
providing timely feedback, encouraging
communication, providing alternative
opportunities for the creation of artifacts,
and the ability to gain both remedial and
advanced knowledge acquisition based
on the needs of learners • Chapters written
• be innovative with technology by individual
• use data collected by the SIS and LMS program leaders
• communicate with all of the stakeholders involved in the
• prepare students and teachers Virtual School
• use school facilitators and/or mentors Clearinghouse
• provide support for everyone
http://www.inacol.org/research/bookstore/detail.php?id=21

16. Virtual High School
1. Principles that Support Effective
Moderation
2. Negotiating Space: Forms of Dialogue
and Goals of Moderating
3. Key Facilitator Roles
4. Healthy Online Communities
5. Voice
6. Tone
7. Critical Thinking Strategies
8. Roadblocks and Getting Back on Track
http://www.amazon.com/Facilitating-Online-Learning-Strategies-Moderators/dp/1891859331

17. Your
Questions
and
Comments

18. Assistant Professor
Wayne State University, USA
mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtualschooling.wordpress.com