Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Practical Guidelines for Creating Online Courses in K-12 Education

2015 ◽  
pp. 86-107
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Moving K-12 Coursework Online

2019 ◽  
pp. 477-499
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Moving K-12 Coursework Online

2021 ◽  
pp. 1100-1122
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

Student perceptions of the effectiveness of group and individualized feedback in online courses

First Monday ◽  
2008 ◽  
Author(s):  
Philip Ice ◽  
Lori Kupczynski ◽  
Randy Wiesenmayer ◽  
Perry Phillips
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Future Research ◽  
The Face ◽  
Individualized Feedback ◽  
Community Of Inquiry Framework

While an abundance of research exists on best practices in the face-to-face classroom, the same is not true for online learning. In this new and constantly evolving environment, researchers are just beginning to understand what constitutes effective learning strategies. One of the most well recognized models for explaining online learning is the Community of Inquiry Framework (CoI). However, despite its recent empirical validation, the CoI provides only general indicators of effectiveness, not guides to specific practices. This study looks at a common practice, providing students with feedback, and assesses whether narrowly targeted, individualized feedback or group feedback is more effective. Through mixed methods research the authors examined student preferences and strategies by student level, finding that while there is no one best solution there are strategies that appear most appropriate for different learner levels. Suggestions for implementing best practices and directions for future research are also discussed.

scholarly journals Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Leanna Archambault ◽  
Kathryn Kennedy ◽  
Joe Freidhoff
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Research Policy ◽  
Online Course ◽  
State School ◽  
Policy And Practice ◽  
Virtual University ◽  
National Organizations ◽  
Learning Research ◽  
K 12

Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared.

Anytime/Anywhere Online Learning

2010 ◽  
pp. 115-123 ◽  
Author(s):  
Terry A. Morris
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Online Courses ◽  
Learning Preferences ◽  
Future Research ◽  
Distance Learners ◽  
Institutional Barriers ◽  
Accessibility Barriers ◽  
Barriers And Challenges

Even with the convenience of anytime/anywhere online learning, adult learners still encounter barriers and challenges. This chapter explores the growth of online education in higher education and the participation of adult learners. The chapter introduces K. Patricia Cross’ research about the situational, dispositional, and institutional barriers faced by adult learners in the 1980s. The relevancy of these barriers to today’s adult distance learners is examined. Characteristics of adult learners are discussed. New barriers for learners introduced by online education are explored, including social interaction barriers, technology barriers, student-support barriers, pedagogy barriers, and accessibility barriers. Suggestions for removing and/or reducing these barriers are discussed, including providing technical support services, offering online orientations, pre-assessing student readiness, providing professional development opportunities for faculty which model andragogy and online course methodology, and designing online courses to support learning preferences of adult learners. Recommendations are made for future research.

Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 1132-1146
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

Synchronous Text Chat (EduTexting) as an Online Learning Tool

2015 ◽  
pp. 108-125
Author(s):  
Tina L. Heafner ◽  
Michelle Plaisance
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Technological Development ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Text Chat ◽  
Academic Settings ◽  
Individual Use ◽  
K 12

The increasing popularity and accessibility of affordable computer-mediated communication is rapidly changing the way in which we, as a society, interact and conduct business. This phenomenon is pervasive in all market sectors, including virtual K-12 education. This chapter examines collective and individual use of synchronous text chat to explore learner and instructor social and cognitive presence as well as their attitudes toward online learning. This mode of communication unilaterally enriches the observational learning experience for all participants. Overall, four meaningful social and cognitive functions of synchronous text chat in online learning contexts emerge: a) enhancing enjoyment, b) engagement and noticing, c) achieving community and providing interactive immediacy, and d) bridging of theory to practice. In the spirit of 21st century technological development, the authors coin this use of SMS (synchronous texting) in academic settings EduTexting. They argue for its application and appropriateness in K-12 online courses.

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