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Building an Evidence Base for K20 Online Learning

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Title: Building an Evidence Base for K20 Online Learning


1
Building an Evidence Base for K-20 Online
Learning
  • Susan Patrick
  • President CEO
  • North American Council for Online Learning (NACOL)

2
Innovate Journal of Online Education Building
an Evidence Base for K-20 Online Learning
February/March 2008 Special Issue
  • James Morrison, Editor
  • Cathy Gunn and Susan Patrick, Co-Editors, Special
    Issue
  • Website InnovateOnline.info

3
Research in K-20 Online Learning
  • Growing rapidly and is a significant innovation
  • increasing access to high quality courses for
    students
  • In 2007, there were 1 million enrollments in K-12
    online learning (Peak Group 2007)
  • 1 in 5 students in college take an online course
    3.5 million (Sloan Consortium 2007)

4
Online Learning Growing
  • The K-12 online learning market is growing
    rapidly at about 30 annually. In K-12
  • 26 states with statewide virtual schools (Keeping
    Pace 2007)
  • 18 states with 92,000 students enrolled in 173
    full-time virtual school programs (Center for
    Education Reform)
  • More than half of all school districts across the
    United States offer online and distance learning
  • In Higher Education
  • 81 percent of all institutions offer online
    courses
  • The online learning growth rate is 9.7, far
    exceeding the postsecondary enrollment growth
    rate for traditional programs of 1.5 (Sloan
    2007)

5
Online Teaching and Classroom Change
  • Article 1 Susan Lowes
  • Transformation of both a teacher and the course
    when a teacher moves between face-to-face and
    online environments.
  • Online teaching requires additional training for
    skills to use digital content, rethink
    communication, and use collaborative online
    tools.
  • Explores shifts in ideas, strategies, and
    practices that constrain or improve their
    practice in either venue.

6
Let Me Learn with My Peers Online
  • Article 2 Rayenne Dekhinet, Keith Topping,
    David Duran, and Silvia Blanch
  • Foreign-language learning with reciprocal peer
    tutoring.
  • Primary school program that linked
    English-speaking learners of Spanish with
    Spanish-speaking learners of English as peers
    from two different countries.
  • Students in the study were highly engaged and
    motivated in learning their foreign language as
    they related to a real and authentic audience.
  • The results of this study provide insight on how
    Internet technology can be leveraged to enhance
    language learning.

7
Learning at a Distance Engaged or Not?
  • Article 3 Pu-Schih Chen, Robert Gonyea, and
    George Kuh
  • To what degree are online learners engaged in
    effective educational practices?
  • Study the engagement of distance learners versus
    their campus-based counterparts at U.S. four-year
    degree-granting colleges and universities.
  • perceptions of more senior distance learners on
    their engagement in the online setting and
    noteworthy differences between older distance
    learners and their younger online course mates.

8
When the Medium Illustrates the Content
  • Article 4 Foertsch and Gernsbacher
  • Seven principles of effective education and their
    use in an online psychology course
  • The course on Autism appropriately examines
    communication absent non-verbal cues, as
    reflected in online communications that are
    text-based.
  • The article examines a comparison between
    face-to-face communication and online
    communication and highlights the exchange of
    ideas and rigor through various mediums and the
    results.

9
When the Medium Illustrates the Content . . .
contd
  • The article highlights the results of the course,
    as evaluated against each of the seven principles
    of effective education contact between faculty
    and students, collaboration among students,
    active learning, timely feedback, time on task,
    high expectations for students and respecting
    diverse learning and talents.

10
V-Learning How Gaming and Avatars are Engaging
Students
  • Article 5 Annetta, Klesath, and Holmes
  • Virtual learning environments and the use of
    avatars in an online course.
  • The study looks at various interactions,
    collaborative elements, the role of social
    presence, and personality through avatars and
    offers suggestions for online education.
  • Multidimensional gaming environments offer
    several elements that have enormous potential for
    online learning to provide flexibility,
    interaction and data transparency.

11
Experiential Work-Integrated Online Learning
  • Article 6 Arnold
  • 5 learning concepts incorporated in an online
    Bachelors degree focused on experiential
    learning
  • Learning, Technology and Research degree blends
    five concepts of learning personalized learning,
    work-based learning, inquiry-led learning,
    exhibition and online community.
  • There are useful lessons in thinking how these
    concepts could be applied in other online
    education settings for improving instruction and
    student engagement.
  • Benefits of blending these approaches and the
    challenges across the entire degree program.

12
U.S. Department of Education Project Online
Learning
  • U.S. Department Education OLL Initiative
  • Policy and Program Studies Service, PPSS
  • Contract SRI Center for Technology in Learning
  • Barbara Means and Marianne Bakia, SRI
  • Evaluation of Evidence-based Practices in Online
    Learning
  • Meta-Analysis and Review of Online Learning
    Studies

13
Highlights from OLL Evaluation
  • Need for more federal research funding for K-12
    online learning
  • Key findings from research of postsecondary and
    professional online learning
  • Meta-analysis of 29 study effects found that
  • Students who took all or part of their class
    online performed better, on average, than those
    taking the same course through traditional
    face-to-face instruction
  • Average effect size of 0.34 favoring online
  • Studies in which the same instructors taught the
    online and face-to-face classes had effects more
    favorable to online learning
  • Online learning can be enhanced by giving
    learners control of their interactions with media
    and scaffolding learner reflection
  • Manipulations that trigger learner activity and
    monitoring learners

14
Thank You!
  • Questions?
  • Spatrick_at_nacol.org
  • (703) 752-6216
  • www.nacol.org
  • www.virtualschoolsymposium.org
  • InnovateOnline.info
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