Journal of Online Learning Research: Special Issue: K-12 Online Learning for Diverse Learners (original) (raw)

Current Practices, Trends and Challenges in K-12 Online Learning

Cybernetics and Information Technologies, 2000

Online learning is one of the fastest growing trends in Technology-Enhanced Learning (TEL). Technology in combination with an instruction that addresses the cognitive and social processes of knowledge construction could offer more diverse and effective online learning opportunities than their face-to-face counterparts. In this review we attempt to summarize different forms and practices in K-12 online and blended learning as they appear in various regional, national and cultural contexts. The article starts with introducing some basic concepts and terminology, sums up the state of K-12 online learning around the world and ends with summarizing some trends and challenges observed in current K-12 online learning practices.

K-12 online learning: A survey of US school district administrators

2007

The research literature on online learning has grown significantly in the past decade. Many studies have been published that examine the extent, nature, policies, learning outcomes, and other issues associated with online instruction. While much of this literature focuses specifically on postsecondary education with approximately three million students presently enrolled in fully online courses [1], not as much has been published about students enrolled in fully online and blended courses in primary and secondary schools. This is one of the first studies to collect data on and to compare fully online and blended learning in K-12 schools. The purpose of this study was to explore the nature of online learning in K-12 schools and to establish base data for more extensive future studies. Issues related to planning, operational difficulties, and online learning providers were also examined. This study does not necessarily answer all of the issues raised but hopefully will promote further discussion and study of them.

The emerging research base for online learning and students with disabilities.

Rice, M., & Dykman, B. (2018). The emerging research base for online learning and students with disabilities. In R. Ferdig and K. Kennedy (Eds.) Handbook of research on K-12 online and blended learning (pp. 189-206). Pittsburgh, PA: ETC Press. Students served under federal civil rights laws (i.e., IDEA, Section 504) are entitled to enroll in the full range of online learning environments and receive mandated services. Attending to these students’ needs has presented challenges for educators in online schools, but research that would inform decision-making and planning has been scarce. This chapter provides some context for serving students with disabilities online and summarizes previous research reviews this topic. In addition, this chapter updates research findings from an original chapter in the first Handbook of K12 Online and Blended Learning Research. New findings suggest that students with disabilities are enrolling in online courses, but gaps in understandings about student outcomes, accommodation and service delivery, and educator preparation and support persist. The chapter ends with suggestions for applying research to practice, engaging in additional research, and forming policies ensuring students with disabilities receive services.