K-12 Distance Learning Research Papers (original) (raw)

This paper presents an overview of the relevant literature in the field of the K-12 e-Learning. The literature suggests that e-Learning at the K-12 level has been growing exponentially. The main focus of this paper is to describe some foundational concepts such as what is K-12 e-learning, how has it grown, how is the technology employed, and what is the role of an e-teacher. Researchers in the field agree that K-12 e-learning is a form of distance education in which teacher and learners are separated in time or space, and occur through an organization, which offers formal instruction via the internet. The types of e-Learning have been identified. The growth and rationale for e-Learning have been described. Some other relevant aspects of K-12 e-Learning such as virtual school management and student support have been discussed. The challenges of K-12 online learning are also a part of this paper. The necessary attributes for successful online learning environments.

- by and +1
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- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning
- by maha jomblo
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- K-12 Distance Learning
- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

Through interview, Dr Carol Gordon, through interview, explores the work of Deborah Ehler-Hansen outlining both her theoretical evaluation of the needs of children in poverty and the ways school libraries can play a role in assisting... more

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning
- by Moss Pike
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- Educational Technology, Learning and Teaching, K-12 Distance Learning, Pedagogy

In this study, we examined the research literature in the field of K-12 online learning to identify the leading scholars, journals, top cited articles, research methods, and topics in this field of inquiry. Our research process involved collecting a corpus of journal articles focused on K-12 online and distance learning; categorizing these articles according to their research methodologies; analyzing trends not only in methodologies employed but also in authorship, citations, journals, and topics addressed. We found the field of K-12 online learning to be growing rapidly in recent years with acceleration not only of new articles but especially of new authors. We also found the field began primarily with emphasizing theoretical articles but is now maturing and emphasizing increasingly more data-based articles. We found K-12 online learning scholarship is scattered among many journals, providing rich opportunities for scholars while also making it more difficult to discern trends across the discipline.

- by Michael Barbour and +1
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- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning

Several online programs have turned to on-site facilitators to create a stronger sense of community and reduce student dropout. However, there is very little research addressing how fully online programs can provide their students with a similar level of support. This study used K12 online research to analyze a case study on a "shepherding program" at Mountain Heights Academy, a fully online high school. We found that the shepherding program enabled fully online teachers to provide their students with many of the services typically associated with onsite facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, we found that the shepherding program increased teacher job satisfaction, feelings of responsibility, motivation, and peace of mind. Costs associates with the shepherding program included emotional investment and time. This case study provides fully online schools with one approach for improving online student support.

- by Charles R. Graham
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- K-12 Distance Learning, K-12 Online Learning

A growing number of adolescents are taking all or most of their courses online. This places a greater responsibility on parents to support and facilitate their student's learning. This case study used teacher surveys and interviews to better understand how teachers perceived and supported parents' attempts to support their online students at a single online charter school. Results showed that parents supported their students by (1) organizing and managing students' schedules, (2) nurturing relationships and interactions, (3) monitoring and motivating student engagement, and (4) instructing students when necessary. Teachers also believed that parents could act as obstacles to their students' learning by being overly engaged in certain types of learning activities. Additional research is needed that examines parent engagement in a variety of online learning environments. Research that identifies best practices could also be especially valuable to online teachers and administrators wishing to improve the quantity and quality of parental engagement in their programs.

K-12 Online Learning has exponentially grown in the last 15 years. An estimated 1.2 million K-12 students took online classes last year; 45 states currently have some form of online learning at the state-level; and some states mandate some sort of online experience prior to high school graduation. Given its dramatic growth and ubiquity in K-12 schooling, it is critical that administrators learn more about K-12 schooling and the role it may play in their district or building. Unfortunately, there is not one single model of K-12 online schooling. Therefore, there is not one suggested set of recommendations, learnings, or best practices administrators should pay attention to. The purpose of this chapter is to introduce administrators to some of the more generic models of K-12 virtual schooling, the new roles that are created with this innovative form of teaching and learning, and any research that might impact decision-making at the building or district levels.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

Little research has examined the critical components of successful K-12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K-12 online learners and environments. Using K-12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah (OHSU)-a successful online charter school. Through a series of 22 interviews with over half of OHSU faculty, it was found that teachers worked to improve student outcomes by (1) designing and organizing learning activities, (2) facilitating discourse with students and parents, (3) providing students with one-onone instruction, (4) nurturing a safe and caring learning environment, (5) motivating students to engage in learning activities, and (6) closely monitoring student behavior and learning. These six elements describe the core of teacher engagement.

- by Charles R. Graham
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- K-12 Distance Learning, Online Learning, K-12 Online Learning

K-12 online learning is growing in Canada and elsewhere in the world. However, the vast majority of literature is focused on practitioners and not on systematic inquiry. Even the limited published research has largely excluded the perspectives of students engaged in virtual schooling. This study examines secondary student perceptions of components of virtual schooling that were beneficial and challenging.
Students largely enjoyed their virtual school courses and found the synchronous classes, the technology, and the ability to control their own learning as positive aspects of their experience.
Students also found the lack of a sense of community, working during their asynchronous class time, and the asynchronous course content to be challenging; and made suggestions for improvement to each, along with advice to future virtual school students.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

The purpose of this review article is to present state-of-the-art approaches and examples of virtual reality/augmented reality (VR/AR) systems, applications and experiences which improve student learning and the generalization of skills to the real world. Thus, we provide a brief, representative and non-exhaustive review of the current research studies, in order to examine the effects, as well as the impact of VR/AR technologies on K-12, higher and tertiary education students' twenty-first century skills and their overall learning. According to the literature, there are promising results indicating that VR/AR environments improve learning outcomes and present numerous advantages of investing time and financial resources in K-12, higher and tertiary educational settings. Technological tools such as VR/AR improve digital-age literacy, creative thinking, communication , collaboration and problem solving ability, which constitute the so-called twenty-first century skills, necessary to transform information rather than just receive it. VR/AR enhances traditional curricula in order to enable diverse learning needs of students. Research and development relative to VR/AR technology is focused on a whole ecosystem around smart phones, including applications and educational content, games and social networks, creating immersive three-dimensional spatial experiences addressing new ways of human–computer interaction. Raising the level of engagement, promoting self-learning, enabling multi-sensory learning, enhancing spatial ability, confidence and enjoyment, promoting student-centered technology, combination of virtual and real objects in a real setting and decreasing cognitive load are some of the pedagogi-cal advantages discussed. Additionally, implications of a growing VR/AR industry investment in educational sector are provided. It can be concluded that despite the fact that there are various barriers and challenges in front of the adoption of virtual reality on educational practices, VR/AR applications provide an effective tool to enhance learning and memory, as they provide immersed multimodal environments enriched by multiple sensory features. Keywords Virtual and augmented reality · K-12 · Higher education · Tertiary education · Twenty-first century skills

There is a shift occurring in education systems around the world, which could change the face of education as we have known it through blended and online learning. The purpose of this chapter is to describe the current e-learning initiatives and projects for students in secondary schools in Singapore. An overview of the Singapore education system, along with a more in depth look at the current e-Learning initiatives and how they evolved are shared. Finally, a specific look at how e-learning has been implemented within Singapore’s secondary schools is described. The research in this chapter looked at both the policy and practices happening within Singapore’s education system.

- by Michael Barbour
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- E-learning, K-12 Distance Learning, Singapore, Virtual Schooling
- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Rural education, K-12 Online Learning

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning

Open and Distance learning (ODL) programs are generally designed to serve an off campus population. These programs provide access to higher education for students who cannot attend traditional courses due to employment, marital status, family responsibilities, distance, and expenses incurred with traditional education (Hannay and Newvine 2006). According to Bukaliya and Musika,(2015), ODL lies in the philosophical nature of geographical dispersion of students and the vast distances apart between the students and the ODL institution. That nature of ODL underlie in the premise that, students know on how, where, when and what to study (Keegan, 1986), as a result students face a lot of challenges resulting in low learning motivation (Bukaliya and Musika, 2015). For sustainability in Open and Distance learning, counseling service as one of the Students Support Service (SSS) is very important in academic arena (Jung, 2005). Counseling is the process of helping an individual to receive, accept his/her conception of him/herself and his/her problems, perceptions, attitudes, goals, plans and choices and use advice that can help him to understand and solve his/her problem/ disturbing issues or to cope with it successfully for a better future (Biswalo, 1996). For the counseling process to be effective the counselor should have the knowledge of counseling skills, counseling techniques on how to conduct the counseling interview. In Open and Distance Learning, a counselor has to understand the effect of distance on the choice of technology (UNESCO: 2004) by considering Accessibility, Flexibility, Cost, and Speed (COL, 2003).

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ιεθνείς εφαρμογές εναλλακτικών μορφών εκπαίδευσης σε μαθητές
πρωτοβάθμιας εκπαίδευσης
International implementations of alternatives in education for primary
education students
Στην εποχή της πολυπλοκότητας και της ραγδαίας ανάπτυξης των
Τεχνολογιών της Πληροφορίας και Επικοινωνίας, η μελέτη και παρουσίαση διαφόρων εναλλακτικών συστημάτων και μορφών εκπαίδευσης είναι μια πρόκληση, καθώς ανοίγουν νέους ορίζοντες και προοπτικές για τη διεύρυνση ενός διαλόγου
σχετικού με τις εναλλακτικές μορφές εκπαίδευσης, τα πλεονεκτήματα και τα μειονεκτήματα τους, αλλά και τις δυνατότητες εφαρμογής τους σε μια σύγχρονη και δημοκρατική κοινωνία. Το άρθρο αυτό επικεντρώνεται σε μια συγκεκριμένη εναλλακτική μορφή εκπαίδευσης, την κατ’ οίκον εκπαίδευση (homeschooling), η οποία είναι διαδεδομένη στις Η.Π.Α., Καναδά, Αυστραλία, Γαλλία κ.α.
Θα παρουσιαστούν ορισμένα συνοπτικά στατιστικά στοιχεία για τον αριθμό των μαθητών που εκπαιδεύονται με αυτό τον τρόπο, για τους λόγους, τους οποίους επιλέγεται αυτή η μορφή εκπαίδευσης, για τους τρόπους με τους οποίους
εφαρμόζεται, ο αντίλογος και οι προβληματισμοί που υπάρχουν και γενικότερες σκέψεις και απόψεις σχετικές με αυτό το θέμα. Στόχος του κειμένου είναι η δημιουργία ενός επιστημονικού και μεθοδολογικού διαλόγου για τις δυνατότητες και τις διαστάσεις αυτής της μορφής εκπαίδευσης.

- by Gelly Manousou
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- K-12 Distance Learning

Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery – most commonly using the Internet. While virtual schools can be classified in different ways, the three common methods of delivery are by independent, asynchronous or synchronous means. Presently, the vast majority of virtual school students tended to be a select group of academically capable, motivated, independent learners. The benefits associated with virtual schooling are expanding educational access, providing high-quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency. However, the research to support these conjectures is limited at best. The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills. These characteristics are typically associated with adult learners. This stems from the fact that research into and practice of distance education has typically been targeted to adult learners. The problem with this focus is that adults learn differently than younger learners. Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.

- by Thomas C Reeves and +1
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:Online Integration – ability to effectively combine online instruction with in-person instruction.Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.Online Interaction – ability to facilitate online interactions with and between students.

While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. The author of this chapter provides an overview of the nature of K-12 online learning today and a critical examination of the literature and -lack of research -supporting its use. The author further describes some of the methodological issues surround the limited among of existing research, and calls for researchers in this field to adopt of a new paradigm of design research to address the individual problems experienced by K-12 online learning providers.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning
- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher- rather than student-centred approaches. Asynchronous online teaching provided support for self-paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.

- by Michael Barbour and +1
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. 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.

- by Michael Barbour and +1
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning
- by angelica ylagan
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- K-12 Distance Learning

While the use of distance and online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. The author of this chapter provides an overview of the nature of K-12 distance and online learning today and a critical examination of the literature and – lack of research – supporting its use. The author further describes some of the methodological issues surround the limited among of existing research, and calls for researchers in this field to adopt practices that have been employed by their colleagues investigating adult populations over the past decades.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning

Drawing on current literacy research, the goals of this chapter are to examine and synthesize the relevant research and best practices associated with literacy learning and teaching in virtual, blended and hybrid environments in K-12 settings. While the research base for literacy education in virtual schools, blended, and hybrid learning environments is significantly limited, it is supported by research done in the field of literacy education investigating reading and writing in online spaces. This chapter provides specific recommendations and implications for writing instruction and reading instruction in online education spaces, and in addition, implications for future research are provided.

- by W. Ian O'Byrne
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- Blended E-Learning, K-12 Distance Learning, Blended Learning, Open Education

This paper presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are: (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top twenty blended teaching skills include: flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching, and that teacher education programs include the identified skills in curriculum.

- by Emily Pulham
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- K-12 Distance Learning, Online Learning, Blended Learning, K-12 Education
- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning
- by Marlina Sukesi
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- K-12 Distance Learning

Due to tremendous explorations in internet the entire teaching learning methodologies have been changed. In the old days the education system mainly followed the " gurukul " system. Slowly the people shifted from those classical methods and adopted postal coaching in early 70-s. After innovations of internet a further changes have been made in teaching learning process. Now a new concept has come up. Education for all and anywhere and anytime. In the present study the author will make systematic study on new innovative teaching learning methodologies and also its importance in coming days. In the present paper the authors have tried to explore a comparative study among e-learning, distance learning, on-line learning methodologies. The authors have also made a study on how ARM technology can improve the teaching learning methods by reducing the H/W cost.

Labrador secondary education. The primary goals of this research were to investigate the virtual school learning experience for students in the Centre for Distance Learning and Innovation (CDLI) including the kinds of support and... more

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

This chapter provides an overview of the state of K-12 online, blended and distance education, or e-learning, in Canada. A summary of the history of K-12 e-learning and research is provided along with enrolment, current policy and legislation. A description of programs is provided along with an overview of practitioner-based organizations and consortia that have evolved to support e-learning programs in the country. A discussion of issues in K-12 e-learning and research are included and the chapter’s conclusion calls for more research and sharing of innovative practices emerging in Canada.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Canada, Cyber Schooling
- by Lisa Hasler-Waters and +2
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- K-12 Distance Learning, Parent Involvement, Parental Involvement in Education, K-12 Online Learning

By an unknown author in Capitol College's NS 684 class. An overview of the vulnerabilities and capabilities of technology

This paper describes the Adolescent Community of Engagement (ACE) framework as a guide to research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these frameworks do not explicitly address the unique student and environmental characteristics of the adolescent online learning environment. The ACE framework consists of four main constructs that make up an adolescent online learning community. The first three (student engagement, teacher engagement, and peer engagement) build on frameworks originally established from higher education contexts. The ACE framework additionally recognizes the role of parents in their children's learning and introduces a fourth construct, parent engagement, which builds on two previously established face-to-face frameworks.

- by Charles R. Graham
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- K-12 Distance Learning, K-12 Online Learning

While the use of distance and online learning had been used for over a century in the K-12 setting (including in isolated ways during previous pandemics and natural disasters), the complete worldwide closure of schools focused attention on the use of distance and online tools and content to provide continuity of learning in a remote context. The way in which both practitioners and scholars make sense of what has occurred over the past 18 months, and what is likely to continue into the future, will impact both regular schooling and how we prepare for future crisis. This article explores this pandemic pedagogy, with a goal of situating the events since March 2020 within the broader field and providing guidance on a path forward.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning

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.

- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Cyber Schooling, K-12 Online Learning
- by fhandi rumalolas
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- K-12 Distance Learning

This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT), Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current research. Also, a social network analysis (SNA) was used to interpret the interrelationship between keywords indicated in these articles. Themes were developed and the content of the articles in the selected journals were coded according to categories derived from earlier studies. The results were interpreted using descriptive analysis (frequencies) and social network analysis. The reporting of the results were organized into the following categories: research areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data collection and analysis methods, and the participants. The study also identified the most commonly used keywords, and the most frequently cited authors and studies in distance education. The findings obtained in this study may be useful in the exploration of potential research areas and identification of neglected areas in the field of distance education.

- by Emel G. G. and +10
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- E-learning, Distance Education, Mixed Methods, Qualitative methodology

At present, there are very few examples of the preparation of teachers for the online environment in teacher education. Even more unfortunate is that less than 40% of all online teachers in the United States reported receiving any professional development before they began teaching online. While some virtual schools provide some training to their own teachers, in most instances, no such training is provided to the school-based personnel. This is unfortunate, as K-12 student success in online learning environments require support from both the online teacher and the local school-based teacher. Clearly, there is a need for teacher education programs to equip all teachers with initial training in how to design, deliver, and – in particular – support K-12 online learning. This chapter begins with an examination of the act of teaching online and how that differs from teaching in a face-to-face environment. Next, the chapter describes existing teacher education initiatives targeted to pre-service teachers (i.e., undergraduate students) and then in-service teachers (i.e., graduate students). This is followed by an evaluation of current state-based initiatives to formalize online teaching as an endorsement area. Finally, a summary of the unique aspects of teaching online and how some initiatives have attempted to address these unique skills, before outlining a course of action that all teacher education programs should consider adopting.

- by Michael Barbour and +1
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- Teacher Education, Teacher Education, K-12 Distance Learning, Virtual Schooling
- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, Virtual Learning, Cyber Schooling
- by Michael Barbour
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- K-12 Distance Learning, Virtual Schooling, K-12 Online Learning

This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions, and other course documents.

- by Charles R. Graham
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- Distance Education, K-12 Distance Learning, Online Learning, Distance Learning