This link has been bookmarked by 44 people . It was first bookmarked on 05 Mar 2009, by Mario A Núñez.
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Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.
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K-12; open source; online education
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distance education for elementary and secondary students is seen as a solution to several educational problems, including crowded schools, a shortage of secondary courses for remedial or accelerated students, a lack of access to qualified teachers in a local school, and the challenge to accommodate students who need to learn at a pace or in a place different from a school classroom (Cavanaugh & Clark, 2007). In less industrialized nations, K-12 online education is seen as a social and economic development strategy (Moore & Kearsley, 2005).
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Thus, it is clear why K-12 distance education programs are developing rapidly around the world and why growth in K-12 online course enrollments has outstripped that of other educational formats in recent years (Setzer & Lewis, 2005).
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05 Oct 13
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In North America and other industrialized countries, distance education for elementary and secondary students is seen as a solution to several educational problems, including crowded schools, a shortage of secondary courses for remedial or accelerated students, a lack of access to qualified teachers in a local school, and the challenge to accommodate students who need to learn at a pace or in a place different from a school classroom (Cavanaugh & Clark, 2007).
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K-12 online course enrollments has outstripped that of other educational formats in recent years (Setzer & Lewis, 2005).
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24 Sep 13
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03 Apr 13
Liz Glowa"February – 2009
Research and Practice in K-12 Online Learning: A Review of Open Access Literature " -
29 Aug 12
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27 Jun 12
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virtual schools
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limited amount of published research on virtual schooling practice
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open access literature
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226 publications
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The findings of the previous reviews were limited to generalizations about broad effectiveness because insufficient data were available to substantiate analysis of factors that contributed to effectiveness.
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This paper moves beyond the blanket endorsements of the effectiveness of virtual schooling to examine the themes that are prevalent in the open access documents
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personal experiences of those involved
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indicative of the foundational descriptive work that often precedes experimentation in any scientific field
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important to know how students in virtual schools engage in their learning in this environment prior to conducting any rigorous examination of virtual schooling.
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Barker, Wendel, and Richmond (1999) provided a similar but more exclusive definition of a virtual school as “one that offers the mandated provincial instructional program to students through web-based means (i.e., computer-mediated and online via the Internet” (p. 2).
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Within the literature, Clark’s definition has been generally accepted.
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primarily a North American phenomenon
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They argued that the benefits could be divided into five main areas: expanding educational access, providing high quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency (see Table 3).
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However, whether these benefits are realized through virtual schooling remains in doubt in the minds of some critics, and the research to support these conjectures is limited.
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high start-up costs
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access issues
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student readiness and retention issues
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research into the effectiveness of virtual schooling (see Barbour & Mulcahy, 2006, 2008; Cavanaugh, 2001; Cavanaugh et al., 2005) and student readiness and retention issues (those studies listed in Table 4 under the heading “Student readiness issues and retention issues”)
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independent orientations towards learning
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highly motivated by intrinsic sources
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strong time management, literacy, and technology skills
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This supposition has led to the call for more research into the factors that account for K-12 student success in online learning.
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Qualitative metasynthesis involves synthesizing literature to provide an overall perspective on a given topic or issue
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The broad themes were the models of virtual schooling (seven categories), the roles of professionals in virtual schools (seven categories), benefits and challenges of virtual schooling (ten categories), adopted standards for virtual school courses (six categories), and adopted standards for virtual school teaching (thirteen categories).
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The decision to use only open access documents was made for two reasons. The initial search of literature revealed that individuals outside of the academy authored the majority of documents;
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the authors were interested in presenting this paper to the practitioner community, we wanted to ensure that this audience was able to access the documents on which our metasynthesis was based.
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The higher percentage of statewide and consortium/multi-district virtual schools was likely related to the fact that these two forms of virtual schooling were among the first to appear in North America and have a history established over the past decade.
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The lines between public and private virtual schools has blurred as public online schools choose to become franchises for private course vendors.
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Virtual schooling has also been growing in Canada as more rural districts in Western Canada and more districts throughout the populous province of Ontario become involved in consortium like the Ontario Learning Consortium
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The literature has not yet addressed the relative efficacy of teacher-developed, school-developed, and vendor-developed courses.
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professional role addressed in the document’s findings
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Indeed, the success of any school hinges on the educators who are in direct contact with students and on the administrators who support them (Darling-Hammond, 2000).
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The promise of virtual schooling as the focus of the benefits-related literature was noteworthy because the literature about the advantages of online learning generally was mixed. For example, there was no agreement in the education community or the public that online learning provides high quality learning experiences at any level.
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almost no evidence to support the claim that instructors who adopt new and emerging technologies also adopt new pedagogy.
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commercial course management systems restrict most instructors to the delivery of information rather than to the provision of engaging, authentic learning experiences.
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At one end, teachers and/or designers make all content and design decisions at the school level. At the other end, vendors make all content and design decisions, and the role of the schools is to purchase and distribute courses to students. Schools select their level of involvement in course development based on personnel, funding, time, and other factors (Cavalluzzo, 2004).
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The most frequently referenced teaching standards in the literature related to the core behaviors of online student-teacher interaction: use of active learning strategies and feedback to students.
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Providing frequent meaningful feedback to students and preparing active learning experiences were accepted as critical elements in both distance and face-to-face teaching (Jonassen, et al., 2008; Moore, 2007), so it was no surprise that they figure prominently in the literature about virtual schools.
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establish best practices for online teaching strategies
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areas for future research
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particularly asynchronous teaching strategies
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characteristics that are necessary for adolescents to be successful in online learning environments and to provide remediation for students who are lacking these characteristics
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Educational Success Prediction Instrument (ESPRI)
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how virtual school and brick-and-mortar school personnel can encourage more interaction between in-school and online classmates.
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Interaction was one of the key components to create a learning community for virtual school students (Barbour, 2007)
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almost exclusively focused upon adult populations
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examine the quality of student learning experiences in virtual school environments, especially those of lower performing students.
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26 Jun 12
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20 Feb 12
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19 Feb 12
Rosemary KnebelThis article identifies seven areas that need further research in online learning.
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18 Feb 12
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Barbour and Reeves described these challenges as the high start-up costs associated with virtual schools, access issues surrounding the digital divide, the approval or accreditation of virtual schools, and student readiness and retention issues (see Table 4).
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The lines between public and private virtual schools has blurred as public online schools choose to become franchises for private course vendors
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there was no agreement in the education community or the public that online learning provides high quality learning experiences at any level. Reeves (2003) concluded that there is almost no evidence to support the claim that instructors who adopt new and emerging technologies also adopt new pedagogy.
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commercial course management systems restrict most instructors to the delivery of information rather than to the provision of engaging, authentic learning experiences. So although virtual schools may facilitate better instruction than the traditional classroom, there is no guarantee that this will occur.
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The most frequently referenced teaching standards in the literature related to the core behaviors of online student-teacher interaction: use of active learning strategies and feedback to students.
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The first area is to establish best practices for online teaching strategies.
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The second area is to improve upon the identification of characteristics that are necessary for adolescents to be successful in online learning environments and to provide remediation for students who are lacking these characteristics.
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Interaction was one of the key components to create a learning community for virtual school students (Barbour, 2007)
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04 Feb 12
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28 Jan 12
Rachel BrowneCavanaugh, C., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of literature. International Review of Research in Open and Distance Learning, 10(1).
This paper looked at distance education as a solution to many reasons why learners may be unable to acquire an education. Then, there was a link made between online learning and distance education which mainly centred on the (physical) distance between the teacher and the student. The authors mentioned that most of the literature as relates to online learning usually focus on the "effectiveness of virtual schooling" and "student readiness and retention issues".
One of most important point highlighted by the article was the idea that there is no consensus in the educational field as to the benefits of online learning as, for example, "adopting new and emerging technologies does not mean adopting new pedagogy".online learning eLearning distance education virtual schools
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13 Nov 11
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09 Nov 11
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08 Aug 11
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08 Jul 11
jwhitingerBarbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52(2), 402-416.
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29 May 11
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23 May 11
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27 Feb 11
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Online learning is a form of distance education whose central defining characteristic is the separation of teacher and learner (Keegan, 1996).
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31 Oct 10
Darlene KellnerResearch and Practice in K-12 Online Learning: A Review of Open Access Literature
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20 Oct 10
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we have identified areas for future research. The first area is to establish best practices for online teaching strategies.
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The second area is to improve upon the identification of characteristics that are necessary for adolescents to be successful in online learning environments and to provide remediation for students who are lacking these characteristics.
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The third area concerns how virtual school and brick-and-mortar school personnel can encourage more interaction between in-school and online classmates.
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fourth area
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quality
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03 Mar 10
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26 Feb 10
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04 Dec 09
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10 Nov 09
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efined a virtual school as "an educational organization that
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offers K-12 courses through Internet- or Web-based methods”
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ne that
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offers the mandated provincial instructional program to students through web-based means
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expanding educational access, providing high quality learning opportunities, improving student outcomes
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nd skills, allowing for educational choice, and achieving administrative efficiency
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nstructors who adopt new and emerging technologies also adopt new pedagogy
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ommercial course management systems restrict most instructors to the delivery of information rather than to the provision of engaging, authentic learning experiences.
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there is no guarantee that this will occur.
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literature on virtual schooling has concentrated upon first defining and then describing the benefits and the challenges of K-12 online learning.
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and retention in virtual schooling. In recent years (i.e., post-2000), the growing body of literature shifted to a refined
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Interaction was one of the key components to create a learning community for virtual school students
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31 Mar 09
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11 Mar 09
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09 Mar 09
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06 Mar 09
John RodgersThis is a review of on-line learning and of course, includes the usual content rather than outcome standards (is there a really good syllabus, is the spelling really good). Plus que de la meme chose
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05 Mar 09
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