On Monday, in my EDTECH597 – Week 4 entry, I indicated that today I would post a discussion entry to model for my Boise State students. I described a discussion entry as an entry that is ” exactly as it sounds, entries designed to generate discussion. Typically they are self-contained and have a short introduction to give the reader some context and then attempt to pose an open-ended question. Some bloggers will base their discussion question on something they have read or a current event. The main thing to remember about a discussion question entry is that it is designed to generate conversation among the readers of your blog.”
The topic I wanted to ask about today is whether K-12 online learning practitioners care about research or if they are simply looking for things that they can implement? I ask this question with all sincerity.
A while back I remember seeing someone post a link to a rubric for a high quality online course in one of the iNACOL forums or their LinkedIn Group or Twitter or somewhere. The tool was met with positive reaction, even though I can find no research to support its construction or research supporting its validation. Similarly, I have criticized the iNACOL national standards on many occasions for the exact same research – a total lack of research to support the “standards” and no research to validate the “standards.”
At almost every Virtual School Symposium I have attended, I have witnesses the iNACOL leadership misuse the research (often indicating that the research says one thing, when it in fact says the exact opposite) – usually to cheers from the crowd in attendance.
As the vast majority of the readers of this blog are practitioners, I ask in all sincerity…
Does research into K-12 online learning matter in your practice or are you just interested in tools and strategies regardless of its validity?