Barbour, M. K. (2014, April). K-12 online learning: What do beginning educators need to know? A New Teacher Webinar for the University of Texas-Arlington.
2. Online Learning
virtual school = supplemental
cyber school = full-time
Blended/Hybrid Learning
blended = online & F2F at the same time
hybrid = online or F2F
14. Virtual School Designer: Course Development
design instructional materials
works in team with teachers and a 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.
Davis (2007)
15. Developed by team on behalf of the
online program
a team of teachers, multimedia specialists,
instructional designers
work for hire/contract
Developed by the online teacher
hired to teach a non-existent course
course developed throughout semester
16. Copyright
who owns the content?
what happens if teacher leaves?
Expertise/Training
“more than 31% of teachers reported receiving no training in online
lesson design” (Rice & Dawley,2007, p. 26)
to create one hour of training it took 43 hours for instructor-led, 79
hours for basic e-learning, 184 hours for interactive e-learning, and
490 hours for advanced e-learning (Chapman Alliance, 2010)
Lack of Research to Guide Practice
studies have focused on unreliable and invalid measures
primary data has been teacher and developer perceptions
no open access research-based standards
17. Similar to classroom-based teaching, with
differences
time management, creation of materials,
understanding current technology and working
with a student one-on-one (Kearsley & Blomeyer,
2004)
work differently to have positive communication
and assessments, using non-verbal
communication, time is needed for teachers to
become comfortable with technology, shift
occurring from teacher-centered to student-
centered learning (Easton, 2003)
18. Online teaching is more work
CDLI class size limit (official & unofficial)
asynchronous instruction in particular
Lack of reliable and valid empirical research
most research is based on teacher perceptions
What is known about teacher training
learn online in order to teach online
works in team with teachers and a virtual school to construct
the online course, etc.
19. Critical to the success of students
research has shown the presence of active facilitators increase
student performance (Roblyer, Freeman, Stabler, &
Schneidmiller, 2007)
a trained facilitator also has a positive impact on student
performance (UNC-Chapel Hill)
Facilitator should
monitor student activities
support students soft learning skills
Facilitator should not
provide regular tutoring
provide significant or substantial technical assistance
20. Support for the facilitator
the allocation of one teaching per school for
each 175 students to support the delivery of
CDLI courses (Shortall & Greene-Fraize, 2007)
schools that had students participating in
supplemental distributed learning were
eligible to receive 0.125 of a full-time
equivalent for the local or school-based
support of their students engaged in
distributed learning (Barbour, 2011)
21. Lack of professional development
less than 40% of online teachers reported to
receiving any professional development before they
began teaching online (Rice & Dawley, 2007)
Lack of teacher preparation programs
less than 2% of universities in the United States
provided any systematic training in their pre-
service or in-service teacher education programs
(Kennedy & Archambault, 2012)
22.
23. Director of Doctoral Studies
Sacred Heart University, USA
mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtualschooling.wordpress.com