SITE 2013 – Research Needs and Trends in K-12 Online Learning

The twenty-first session that I am blogging from the Society for Information Technology & Teacher Education (SITE) International Conference is:

Research Needs and Trends in K-12 Online Learning

Kathryn Kennedy, International Association for K-12 Online Learning (iNACOL), United States, International Association for K-12 Online Learning (iNACOL), United States

K-12 online learning is spreading across the United States and beyond. Within the 27 state virtual schools, enrollments reached 619,847, a 16% increase from last year. Supplemental enrollments, including those in hybrid settings, are often indeterminable due to antiquated or non-existent student data systems. This session shares the latest research in K-12 online learning. In particular, three major topics are identified including the emergence of blended learning models, the datedness of key traditional policy and how the field is updating them, and the transformative roles of educators that help to best meet the needs of these new models, systems, and policy. Author shares the work of researchers who are on the forefront of this ever-expanding reform movement. At the same time, author will share the needs of the K-12 online and blended learning practitioner community.

Kathryn began the session with some information about International Association for K-12 Online Learning (iNACOL) as an organization.  At present, iNACOL has over 4300 members from more than 50 different countries.  They provide leadership, advocacy, research, training, and networking with experts in K-12 online learning.

This was followed by a discussion of the state of K-12 online learning in the United States:

• 50 states have online learning policies
• 40 states have statewide initiatives
• 31 states with full-time programs (approximately 275,000 students)
• 82% of school districts have one or more students enrolled
• MI, AL, FL, GA, VA, and WV have online learning graduation requirements

There were a variety of other policy items highlighted – mostly which come from the neo-liberal agenda (e.g., expanding school choice, favourable funding policies, etc.).

Kathryn then moved to the research survey that was conducted of their members.  Essentially they surveyed their practitioner members to find our what research these practitioners wanted.

Student Demographic Enrollment

• what is the annual enrollment data nationally and state-by-state?
• what are the student demographics of online and blended learners?

Funding Models

• what is the range of costs and funding levels for online and blended learning?
• what are the effects of diminished funding levels on programs and their ability to support students?

Student Learning

• how do English language learner learn most effectively?
• how do students with disabilities learn most effectively?
• how do at-risk learn most effectively?
• is online learning an viable option for all of these groups of students?

Student Achievement

• how is blended learning implemented locally to maximize student learning?
• how is online learning implemented locally to maximize student learning?
• how can data systems provide information for instructional support?
• how can data systems provide information for student support?

Student Success

• how are students oriented to their online and blended learning programs?
• what is the effect of allowing students to work at their competency level as compared to their age?

Porfessional Development

• what are the promising practices for preparing professionals?
• what change management practices are effective for implementing K-12 online and blended learning?
• what teaching strategies are most effective in K-12 online and blended learning?

Learning Environment and Course Design

• what are promising practices for online course design?
• what is the effect of allowing students and teachers to create content and OERs?
• what learning tools and spaces are most effective in K-12 online and blended learning?
• how can online course design allow for greater accessible?

Student Assessment

• what constitutes good assessment in online learning?
• what are some alternative formats for conducting online assessment?

Learning Breakthrough Models

• what are effective strategies for supervising and evaluating teachers?
• should we consider competency-based models?
• [a bunch of others I didn't get to type]

Policy

• what effect does policy have on design, quality assurance, cost, growth, teacher certification in the K-12 online and blended learning?

Data Systems and Technology Infrastructure

• how do we get good learner analytics?
• how can we use analytics to improve student performance?

In terms of research initiatives that iNACOL is currently undertaking.  The first is the Online and Blended Learning Online Database (see http://www.k12onlineresearch.org).  There is a Research Committee and a Research SIG.  There is a Research in Review webinar on the third Tuesday from 3pm to 4pm each month (and it is free).  The Research in Review Blog will be starting soon, as will an open access iNACOL Journal (first edition in July 2013, with the goal of publishing four times a year).  Finally, the iNACOL Conference each fall (currently known as the Virtual School Symposium).

SITE 2013 – K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency

The twentieth session that I am blogging from the Society for Information Technology & Teacher Education (SITE) International Conference is:

K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency

Kristen DeBruler, Michigan Virtual University, United States, Michigan Virtual University, United States
Leanna Archambault, Arizona State University, United States, Arizona State University, United States
Joe Freidhoff, Michigan Virtual University, United States, Michigan Virtual University, United States

This paper describes a brief overview of the different approaches various states have adopted to attempt to address the need for quality teachers in online environments. These include state level endorsements, online teaching certificates offered by institutions of higher education or consortia, and the use of national/state standards pertaining to online teaching. We start by identifying the various actors and efforts that are attempting to address this problem and then offer suggestions on how these efforts may be better coordinated. We end with implications for both state-level policymakers, teacher preparation institutions, and teacher professional development efforts.

The session began with Kristen describing what the Michigan Virtual Learning Research Institute was and its relationship to the Michigan Virtual University (MVU).  Basically, it is a research body associated with MVU that was created this past year by a statute of the Government of Michigan.

In the State of Michigan, students have to complete an online learning experience in order to graduate from high school.  Additionally, the Governor has proposed that students would be able to take up to two online courses a semester without their district being able to prevent those enrollments.  This means that the demand for online learning in the state is growing, but the preparation for teachers for online learning simply isn’t available.  There are six programs in the state that have some form of coursework or certificates in online teaching and learning, ranging from four weeks to eighteen graduate credit hours.  Only one of these programs, Wayne State University, has an online teaching practicum component.

Kristen then described some of the differing roles that teachers undertake in the online environment.  Followed by looking at how teachers have been filling in the lack of formal training opportunities for online learning (e.g., self-directed, non-university PD, university certificate programs, limited number of state endorsement programs).

In terms of these endorsements, Georgia was the first state to enact an online teaching endorsement in 2006.  It is an “add-on” to an existing certificate.  Based on the Southern Regional Education Board standards, a practicum component is required; but the certificate is not required to teach online.  The Idaho endorsement, which was implemented in 2011, is similar.  Based on ISTE NET standards, practicum required, but not required to teach online.  Minnesota does not have an online teaching endorsmenet, but require teacher preparation to prepare folks to teaching in digital and hybrid environments.  Wisconsin does require online teachers to have significant and specific professional development for online teaching, but no formal endorsement.  Finally, Michigan added online teaching and learning to its existing educational technology endorsement.  Kristen felt this was a poor fit (which I would disagree with, as the online teaching and learning component makes up about half of the existing endorsement, making it a real focus on these programs).

Future work will focus on what is happening in jurisdictions like Louisiana and South Carolina.  Also looking requiring endorsements to teach online, as well as at multiple pathways to obtain the endorsement (i.e., organizations other than universities to provide these opportunities).  Kristen finished with a series of practical considerations that they want to consider (e.g., length of practicum experience, in-state vs. out-of-state, theory vs. practice, etc.).

SITE 2013 – The Virtual Mirror of Care: A Looking Glass Into At-Risk Youth And Online Education

The ninteenth session that I am blogging from the Society for Information Technology & Teacher Education (SITE) International Conference is:

The Virtual Mirror of Care: A looking glass into at-risk youth and online education

Karis Barnett, The University of Oklahoma, United States, The University of Oklahoma, United States

To date, primary research studies have focused on examining the characteristics of successful credit recovery or virtual high schools in U.S. regions. However, studies in terms of hearing the at-risk students’ voices from their virtual desktops, and addressing their perceptions of valuable caring relationships within their unique online environments are rare. The purpose of this poster presentation is to explore at-risk high school students’ perceptions through quotes that tell stories of their experience with online education in order to meet high school graduation requirements. More specifically, this presentation’s intends to examine the “presence of care” and “mattering” through the voices of the virtual high school classroom. Through a theoretical looking glass of ethic of care, this poster presentation will seek to visually give meaning to the learning plights of at-risk adolescents who sit in an Internet educational classroom in lieu of the traditional brick and mortar environment.

This was a poster session, so here are the images from the poster (click on any of the images to enlarge them).

SITE 2013 – Verification of Theory Based Design Features for Designing Online Instruction for Students with Learning Disabilities and other Struggling Learners

The eighteenth session that I am blogging from the Society for Information Technology & Teacher Education (SITE) International Conference is:

Verification of Theory Based Design Features for Designing Online Instruction for Students with Learning Disabilities and other Struggling Learners

Chi-Hsun Chiu, University of Kansas, e-Learning Design Lab, United States, University of Kansas, e-Learning Design Lab, United States

Currently, students retrieve information through different channels and engage in instruction by interacting with software via various computerized devices. In K-12 education a major industry has emerged that markets online instructional programs, in content areas, to schools. Teachers facilitate student engagement in the online instructional process and offer supplemental instruction. The content and the design are largely embedded in the software. What has not been clear in the emergence on instructional software is the extent to which the instructional designs are driven by research and/or theory. The study identified and verified theory/research based instructional design principles considered as important factors in the design and development of online resources to meet the needs of students with disabilities (SWD) and struggling learners.

This was a poster session, so here are the images from the poster (click on any of the images to enlarge them).

SITE 2013 – Performance Counts: Gender and Mathematics in a Virtual Learning Environment

The seventeenth session that I am blogging from the Society for Information Technology & Teacher Education (SITE) International Conference is:

Performance Counts: Gender and Mathematics in a Virtual Learning Environment

Matthew Ohlson, Florida Virtual School, United States, Florida Virtual School, United States

The Florida Virtual School has examined the student achievement of more than 5,000 students over a 3-year period. This ground-breaking research showed no significant difference in gender performance in high school mathematics courses. These findings offer important implications for virtual learning and gender performance.

This was a poster session, so here are the images from the poster (click on any of the images to enlarge them).