Barbour, M. K., & Clark, T. (2015). Online, blended, and distance education in schools: Summing up. In T. Clark, & M. K. Barbour (Eds.). Online and distance education in schools: Global perspectives on policy and practice (pp. 205-214). Sterling, VA: Stylus Publishing. (original) (raw)
Related papers
Online, blended and distance education in schools: building successful programs
Distance Education, 2015
As the editors acknowledge in their introduction, one of the challenges of writing a book on online learning is that the field itself, while exploding in popularity, has been insufficiently researched. Due to the revolution of the industry, and influenced in part by the breakneck changes in technologies available for use, there is risk that once a book of this nature is published it may soon be made obsolete. Additionally, contributors Ferdig, Cavanaugh, and Freidhoff observe that online and blended programs often avoid scrutiny beyond the schools or systems they are developed in, further inhibiting the extant literature on this increasingly relevant topic. Nevertheless, as students across North America enroll into learning opportunities beyond the bounds of traditional classrooms, it is imperative that scholars and practitioners push the boundary of policies by exploring what research does exist on the subject of best practices for online learning. This crisis creates the need for publications such as Online, Blended, and Distance Education in Schools: Building Successful Programs. This text consists of a generally relevant and useful discussion of a variety of subtopics related to online learning. Authors explain how to design online, blended, and distance learning programs aimed at supporting all students, regardless of socioeconomic status or geographical location, and reflect on which factors to consider when selecting Learning Management and Course Management Systems. Authors also focus on describing the specific pedagogical requirements unique to online instruction, including communication protocols (synchronous/asynchronous, frequency of interaction), lesson design for online platforms, and the delivery methods required to meet the needs of potentially unique clientele, including adult learners. The broad array of subjects touched upon by the authors might be seen as a limitation to some; this book may be attempting to do too much in one single text, compromising the depth of exploration of complex issues. Another potential deficit for readers of Online, Blended, and Distance Education in Schools: Building Successful Programs is the lack of focus on online education within Canada specifically. While the Canadian context is included, it is not the focus: most chapters are written from or about the American milieu. These six topics are included in the Research and Policy section and inform the reader of major issues: 1. Identifying, Evaluating, and Fostering Quality Online Teaching 2. Instructional Design: Teaching with Intention 3. Technology Infrastructure and Tools 4. Research into K-12 Online and Blended Learning 5. Cyber Charter Schools: An Alternative to Traditional Brick-and-Mortar Schooling?, and 6. Ensuring Equitable Access in Online and Blended Learning Following the Research and Policy section are nine case studies which vary in contextual and narrative voice and serve to flesh out the experience of online education. The text discusses issues from a primarily North American context, although four case studies are included on Nepal, Australia, the United King
Book Review - Online, Blended, and Distance Education: Building Successful Programs in Schools
The process of reviewing a book like Online, Blended, and Distance Education: Building Successful Programs in Schools is an interesting task. This book is a collection of writings by several authors with additional pieces by the two editors, Michael Barbour and Tom Clark. In this text, the two editors manage to bring together an impressive group of scholars with proven reputations in the field of educational technology. It is an informative read filled with both research and case study examples to draw from.
Getting Teachers Truly Prepared for PreK-12 Online and Blended Instruction
What PreK-12 teachers Should Know About Educational Technology in 2023: A Research-to-Practice Anthology, 2023
The COVID-19 pandemic forced schools to move to online and blended learning. The abrupt change was a challenge for many teachers, particularly those that lacked professional development and experience in these modes and environments. The COVID-19 pandemic is beginning to end, but there are probable future circumstances where teachers and students will need to temporarily move to online or blended learning to maintain continuity of instruction. Even without natural disasters or global diseases, there are educational benefits for schools to incorporate both blended and online instruction. In this chapter, the authors provide teachers with recommendations for how to capitalize on lessons learned from preK-12 online learning research to increase the chances of their success and their students' success with online and blended learning. The recommendations include being aware of research-based frameworks, being aware of existing metrics and instruments, having experiences as online learners, and providing students with opportunities to learn in blended and online environments.
Many involved with the practice or study of K-12 online and blended learning are familiar with the American context. It surrounds us in the media and published research. However, online and blended learning is occurring in meaningful ways to address specific K-12 student needs all around the globe. There are several areas where the international practice is consistent with what we know about the United States (e.g., similar evolutions, early initiatives were government-funded, many of the labels are similar). At the same time, there are some key differences internationally. While far less is known about K-12 online and blended learning in international contexts, programs in these jurisdictions are just as keen to tell their own success stories and undertake cyclic research to improve the design, delivery, and facilitation of their programs. As American-based researchers, it is incumbent upon us to ensure that these research-based lessons are known to our various stakeholders.
Online charter schools are unique among K-12 online learning options for students. They are full-time, public schools that combine online learning with traditional and home schooling practices. They are often chartered by a state agency, supported in full or in part with state funds and most often managed by a private educational management company. Some extol the virtues of these schools as being able to reach unique student populations at a fraction of the cost borne by traditional public school education. Others are concerned over the lack of evidence supporting the effectiveness of these schools and the problems encountered by young learners who are separated from their teachers due to the online nature of learning in this environment. The goal of this literature review is to: (a) provide a definition of online charter schools; (b) describe their evolution and current status; (c) describe their operations; and, (d) to reveal emerging concerns, including governance, funding and effectiveness. Finally, the authors conclude that there are three significant gaps found in the literature concerning online charter schools and provide recommendations for further research.