This document discusses the history and development of K-12 online learning. It describes how K-12 online learning has grown significantly in recent years, with over 12 million students now taking online courses. The document also outlines different models of online learning that have been implemented internationally in countries such as China, Iran, Japan, the United Kingdom, Australia, Finland, South Korea, and New Zealand. Finally, it discusses areas that would benefit from future research, such as effective online course design for adolescent learners and the roles and responsibilities of online teachers and facilitators.
4. 2005 with 300,000 & now have
12,000,000 taking online
Virtual coursesNew Zealandnational
School Around LearningWorldalong
the Network,
Virtual
with online courses from the
• China Correspondence School
- less than 1% - national Virtual Learning
• Iran Network, along with online
courses from the
- many private companies Correspondence School
offering MOE approved
courses • national Virtual Learning
Network, along with online
• Japan courses from the
- one correspondence school Correspondence School
offering online course
- national Virtual Learning
Network, along with online
courses from the
Correspondence School
Powell & Patrick (2006)
• national Virtual Learning
Network, along with online
courses from the
5. Virtual School Around the World
• United Kingdom • South Koreaseveral online
forms of DE, including the
- A School Without Walls Cyber Home Learning System
offers A level & GCSC
courses primarily to adults
- National Academy for Gifted
and Talented Youth offers ‣ No real other K-12 online
some online courses learning initiativesMany
online school support initiatives
• Australia
- several DE programs
offering online learning
• Finland
- Small national virtual school
7. Development
• design instructional materials
Three with teachers and aVirtual School Teachers
• works in team
Roles of virtual
school to construct the online course, etc.
Virtual School Teacher: Pedagogy &
Class Management
• presents activities, manages pacing, rigor,
etc.
• interacts with students and their facilitators
• undertakes assessment, grading, etc.
Virtual School Site Facilitator:
Mentoring & Advocating
• local mentor and advocate for student(s)
• proctors & records grades, etc.
8. Research on Virtual School Designer
• Barbour (2005; 2007);
Barbour & Cooze
(2004); Cooze &
Barbour (2007)
• Keeler (2004; 2006);
Keeler & Anderson-
Inman (2004a; 2004b)
9. Research on Virtual School Teacher
• DiPietro, Ferdig, Black
& Preston (2008)
• Murphy & Coffin
(2003); Murphy &
Rodriguez-Manzanares
(2007; 2009); Nippard
& Murphy (2007)
10. • Davis, Compton, Niederhauser,
Lindstrom (2005); Davis,
Research on Virtual School Site Facilitator
Demiraslan & Wortmann
(2007); Davis et al. (2007)
• Roblyer, Freeman, Stabler
& Schneidmiller (2007)
• Barbour & Mulcahy
(2004; 2009)
• Murphy & Coffin (2003);
Murphy & Rodriguez-
Manzanares (2007; 2009);
11. Future Research
• Investigate what constitutes
effective web-based design for
adolescent learners
• Explore effective synchronous
and asynchronous teaching
strategies
- consider what content should
be taught using what medium
• Examine the duties and
responsibilities performed by
school-based teachers to
support K-12 online learning
12. A Methodology for Future Research
• Better approaches -> DESIGN-BASED RESEARCH
1. Analysis of practical problems by
researchers & practitioners in
collaboration
2. Development of solutions informed by
existing design principles &
technological innovation
3. Iterative cycles of testing and
refinement of solutions in practice
4. Reflection to produce design principles
and enhance solution implementation