Virtual School Meanderings

July 7, 2018

Connections Academy Efficacy Report

One of the items in the Virtual Schooling In The News item earlier today.  It is important to note that every independent examination of the performance of students in this particular program have found that they did not fare well compared to their brick-and-mortar counterparts (e.g., CREDO, NEPC, etc.).  But of course the report produced on behalf of the company themselves finds the exact opposite, using a methodology that it has complained about in the past.

But to be fair, I wanted to pass it along for others to review for themselves.

Connections Academy Efficacy Report

June 30, 2018

[STLHE-L:] Primary Research Group Inc. has published the: Survey of American College Students: Use of Distance, Blended, Self-Paced & Flipped-Classroom Education, ISBN 978-157440-533-0

While this is focused on the higher education environment, there are some lessons in here for the K-12 environment as well.

Primary Research Group Inc. has published the: Survey of American College Students: Use of Distance, Blended, Self-Paced & Flipped-Classroom Education, ISBN 978-157440-533-0

This comprehensive 140-page report gives highly detailed data on the use of distance, blended, self-paced, independent study and flipped-classroom education by 1,065 full time students at 4-year colleges in the United States.  The study answers questions such as:  how many college students have taken distance learning classes and how open are they to taking them in the future? How many of their total classroom credits are accounted for by distance education?  The report also provides data for the number of credits accumulated through blended learning classes, self-paced independent study, and courses using flipped-classroom techniques. Moreover, in open ended questions, students give their opinion of what they think of these technologies and approaches.

Data in the report is presented in the aggregate and broken out for 16 variables such as age, gender, sexual orientation, family of origin income level, academic major or intended major, ACT/SAT scores, college grades, regional origin, public/private school status, institutional Carnegie class, race and ethnicity and other variables.

Just a few of the report’s many findings are that:

52.49% of students sampled said their institutions allowed them to take distance learning courses to satisfy course credit requirements.

In terms of student age groups, students over the age of 30 were by far the most likely to have taken a distance learning course at their present institution; 66.27% had done so.

Students who consider their religion a very important part of their life are more likely than their secular counterparts to have ever taken a blended learning course at their present institution.

17.28% of those sampled had ever taken an instructor-led independent study course.

About 8.5% of students who have a full time job have taken one or more self-paced independent study courses that are web or video-based and which do not emphasize a live instructor.

Students who grew up in the US South were more likely than those who grew up in other regions or abroad to say that they would likely take a distance learning course in the future.

Students who grew up abroad had accumulated far more flipped classroom credits than had students who grew up in the USA.

For further information view our website at www.PrimaryResearch.com

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June 26, 2018

iNACOL Publishes Issue Brief on State Funding Strategies to Support Education Innovation

And more propaganda advocacy from the neo-liberals to end the day.

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iNACOL Publishes Policy Issue Brief on State Funding Strategies to Support Education Innovation

Today, iNACOL published a new issue brief titled, State Funding Strategies to Support Education Innovation.

The issue brief highlights case studies and action steps for policymakers to deepen their understanding of funding strategies to support innovation in K-12 education.

In order for public schools and districts to effectively plan, launch and scale high-quality, innovative learning models, a focused approach to funding statewide initiatives and for building educator capacity is of growing interest.

iNACOL is frequently asked how states are funding innovation in K-12 education and what the most common funding needs are. In general, innovation funding is important for capacity-building activities such as:

  • Professional development,
  • Technical assistance,
  • Professional learning communities, and
  • Statewide information dissemination.
To effectively plan, launch and scale high-quality learning models, most educators and school leaders need ongoing supports, training and professional development. Therefore, states are identifying sustainable funding strategies to ensure schools have the supports and build the capacity necessary for student-centered learning. Funding can be used for: networks of competency-based schools, professional learning communities, and pilot programs.

Susan Patrick, iNACOL President and CEO, said, “Building capacity for leaders and teachers to design modern learning environments with personalized, competency-based pathways is essential to ensure every student can succeed. States are funding pilots and creating professional learning opportunities to help drive transformation.”

Download a full copy of this issue briefState Funding Strategies to Support Education Innovationand access other recent iNACOL issue briefs:

About iNACOL
The mission of iNACOL is to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all. Visit our websitelike us on Facebookconnect with us on Linkedin and follow us on Twitter.

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This email was sent by: iNACOL
1934 Old Gallows Road, Suite 350, Vienna, VA, 22182-4040 United States

June 6, 2018

CIDER Session June 6, 2018 And Open Call

Note this webinar later this morning.

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Dear CIDER Member,

We invite you to our final session for the 2017-18 CIDER Sessions series on Wednesday, June 6, 2018. This free, online session will feature Michael Barbour and Randy LaBonte with this year’s installment of the State of the Nation: K-12 E-Learning in Canada report.

Title: State of the Nation: K-12 E-Learning in Canada

The 2017 issue of the State of the Nation: K-12 E-Learning in Canada report marks its 10th year, and the fifth year of the Canadian eLearning Network’s (CANeLearn) support of this research. The report continues to be Canada’s own benchmark for the expanding use of technology-supported blended and online learning in Canada.

The anniversary report continues the traditional incisive analysis of the state of K-12 e-learning in Canada as well as an expanded collection of research briefs and a description of several vignettes providing considerable insight about innovation and new approaches emerging in online and blended practices in K-12 programs across Canada. Full results of the research and work undertaken in this study, including all annual reports and associated papers, are published on the State of the Nation: K-12 E-Learning in Canada project website (http://k12sotn.ca/). This session will provide a synopsis and overview of the latest version of this annual report.

When: Wednesday, June 6, 2018 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at:
http://cider.athabascau.ca

Pre-configuration:
Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.

*********************

Open Call! Do you have research you would like to share with the CIDER audience? Contact us at dwilton@athabascau.ca to propose a session for our 2018-19 season. Spaces are available for both established researchers and emerging voices.

*********************

CIDER sessions are brought to you by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.

Our mailing address is:

Athabasca University

Canadian Initiative for Distance Education Research

EdmontonAB T5J 3S8

Add us to your address book

Athabasca University · Canadian Initiative for Distance Education Research · 1200, 10011 – 109 Street · Edmonton, AB T5J 3S8 · Canada

May 31, 2018

CompetencyWorks Releases Levers And Logic Models: A Framework To Guide Research And Design Of High-Quality Competency-Based Education Systems

And from the neo-liberals…

To view this email as a web page, go here.
CompetencyWorks
Levers and Logic Models cover image

Dear Colleagues,

Today, CompetencyWorks released a new report, Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems

Competency-based education is designed to ensure all students develop the skills they will need to be successful for college, career and life. Competency education is gaining momentum and visibility across the country as districts and schools transition to it using various entry points and roll-out strategies. It is critical, therefore, that new models be designed with quality and equity to realize the promise of this system.

Logic models are tools used to conceptualize organizations, programs or strategies to bring about change and to support the evaluation of effectiveness. The logic models presented in this paper are intended to help researchers and practitioners understand the critical components of competency-based education at multiple levels of practice. The paper uses logic model frameworks to convey relationships between essential levers (outcomes, drivers and mediating factors) that inform the design of competency-based education systems and criticalcomponents of competency-based practice at four interdependent levels (student experience, professional practice of educators, district and school systems and culture).

Susan PatrickCompetencyWorks Co-Founder and iNACOL President and CEO, said, “The logic model framework provides illustrations of competency-based education systems that guide practitioners in developing high-quality models and researchers in exploring critical questions in the field.”

Chris SturgisCompetencyWorks Co-Founder, said, “As educators and leaders continue to advance the field of competency education, this logic model report can be utilized as a guide for high-quality implementation that breaks down critical components for all levels of practice.”

Download a full copy of Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systemshere.

For more information about CompetencyWorks, a project of iNACOL dedicated to advancing K-12 competency education, please visit CompetencyWorks.org.

About CompetencyWorks

CompetencyWorks is an online resource dedicated to providing information and knowledge about competency education in the K-12 education system. Drawing on lessons learned by innovators and early adopters, CompetencyWorks shares original research, knowledge and a variety of perspectives through an informative blog with practitioner knowledge, policy advancements, papers on emerging issues and a wiki with resources curated from across the field. CompetencyWorks also offers a blog on competency education in higher education so that the sectors can learn from each other and begin to align systems across K-12, higher education and the workplace. Visit the website and follow CompetencyWorks on Twitter: @CompetencyWorks.

About iNACOL

The mission of iNACOL is to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all. Visit our websitelike us on Facebookconnect with us on LinkedIn and follow us on Twitter.

This email was sent by: iNACOL
1934 Old Gallows Road, Suite 350, Vienna, VA, 22182-4040 United States
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