The Forgotten Teachers in K-12 Online Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 18-33 ◽  
Author(s):  
Michael Kristopher Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internals. The aim of this study was to examine the nature of the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a design team. Further research should be conducted on the intended use of technology tools requested.

Still Forgotten Teachers in K-12 Online Learning

2018 ◽  
pp. 88-107
Author(s):  
Michael K. Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12 ◽  
Intended Use

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internally. The aim of this chapter was to examine the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a team. Further research should be conducted on the intended use of technology tools requested.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 2226-2230
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
History Of Higher Education ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73). Traditional face-to-face courses, which may have been proven successful in terms of evaluations and outcomes assessments, are increasingly being converted to online courses. A study by Smith, Ferguson, and Caris (2000) concluded: “Contrary to intuition, current Web-based online college courses are not an alienating, mass-produced product. They are a laborintensive, highly text-based, intellectually challenging forum which elicits deeper thinking on the part of the students” (p. 67). Converting a traditional classroom course that is intellectually challenging and that elicits deeper thinking into an online course that can do the same can be a harrowing task. The process of converting a face-to-face course into an online course without compromising the course’s integrity and quality is a difficult burden to overcome. The burden of the conversion process can be eased, however, through the use of course maps.

A Case Study of the Adult Learner's Perception of Instructional Quality in Web-Based Online Courses

2010 ◽  
pp. 271-291 ◽  
Author(s):  
Terry T. Kidd ◽  
Holim Song
Keyword(s):  
Interaction Design ◽  
Online Courses ◽  
Instructional Quality ◽  
Online Course ◽  
Web Based ◽  
Course Content ◽  
Learning Programs ◽  
Online Distance Learning ◽  
Online Distance

This study assessed the perceptions of adult learners in online distance learning programs regarding the instructional quality of Web-based courses via WebCT. The results showed an overall positive perception regarding the instructional quality of online courses delivered via WebCT (M = 3.51, SD = 1.1362). The mean obtained for students’ perceptions regarding the instructional quality items ranged from 3.7 to 3.37. The visual appeal of Web site and appropriateness of the course materials received the highest rating (M = 3.625). Clarity and purpose in introduction to content components earned the lowest ratings (M = 3.37). These results were closely correlated to students’ responses regarding the important aspects of instructional quality of online courses. The most important aspect indicated by students was the idea of having online course content and materials relevant to the course. The results of the study also indicated other perceived aspects that affect students’ views of the instructional quality of an online course, including interaction, design, convenience, feedback, and usability.

Trends and Issues of Virtual K-12 Schools

2011 ◽  
pp. 1898-1901
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
Online Courses ◽  
The United States ◽  
Virtual Schools ◽  
Virtual School ◽  
Virtual High School ◽  
Course Content ◽  
Start Up ◽  
Rapid Pace ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. According to a recent survey conducted by Education Week, 27 states in the United States have spent public monies to establish virtual public or charter schools. For example, over the past 5 years, the Florida Virtual School has spent $23 million and offered 62 online courses to over 8,000 students. Kentucky Virtual High School, which offers approximately 40 courses and enrolls approximately 750 students annually, has a budget of about $400,000 per. The Michigan Virtual High School is funded for $15 million for start-up costs with $1.5 million allocated annually for operational costs. And the Virtual High School International, a nonprofit collaborative of 200 national and international schools with a budget of $10 million, offers 160 courses to students in 16 countries. In spite of declining budgets, the growth of K-12 virtual schools continues at a rapid pace (Park & Staresina, 2004).

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.

scholarly journals Interaction, critical thinking, and social network analysis (SNA) in online courses

2013 ◽  
Vol 14 (3) ◽  
pp. 294 ◽  
Author(s):  
Joan Thormann ◽  
Samuel Gable ◽  
Patricia Seferlis Fidalgo ◽  
George Blakeslee
Keyword(s):  
Critical Thinking ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Online Courses ◽  
Online Course ◽  
Constructivist Approach ◽  
Use Of Technology ◽  
Instructor Presence ◽  
K 12

<p>This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, &amp; Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.</p>

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.

Trends and Issues of Virtual K–12 Schools

2011 ◽  
pp. 2141-2145
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Online Instruction ◽  
Online Courses ◽  
Online Course ◽  
School Students ◽  
Course Content ◽  
Public School Students ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. Although a decade ago, online courses for public school students were not available, a growing number of countries have discovered that online instruction offers schools the opportunity to provide a wider variety of courses and experiences for students with a variety of skills and abilities. In fact, the Governor of Michigan just signed legislation that will require all high school students to take at least one online course prior to graduation (Carnevale, 2006; Moser, 2006). Educators have learned to adapt courses for online instruction and several universities are partnering with public schools to share expertise in the virtual education arena.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 1940-1944
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Online Courses ◽  
Online Classes ◽  
History Of Higher Education ◽  
Course Content ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73).

scholarly journals Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
David Adelstein ◽  
Michael K. Barbour
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Online Courses ◽  
National Standards ◽  
Online Course ◽  
Second Phase ◽  
Validity And Reliability ◽  
Online Course Design ◽  
Research Perspective ◽  
K 12

<p class="3">Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have yet to be validated from a research perspective. This article reports on the second phase of a three-stage study designed to examine the validity and reliability of the iNACOL <em>National Standards for Quality Online Courses</em>. Phase two utilizes two groups of expert reviewers to examine and provide feedback with goal of further refining these standards (after the standards had been scrutinized through the lens of the available K-12 online learning literature).</p>

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