Virtual School Meanderings

January 12, 2018

Just Released: Babson Survey Research Group Distance Education Annual Report

While higher education focused, there are lots of useful details in here for the K-12 environment.

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New Study: Distance Education Up, Overall Enrollments Down
A new report, Grade Increase: Tracking Distance Education in the United States, by the Babson Survey Research Group reveals distance student enrollments have increased for the fourteenth straight year in 2016.
The survey reveals the most recent gain translates to over thirty percent of higher education students taking at least one distance education course. Growth, however, was uneven; public institutions grew by 7.3 percent, private non-profit institutions by 7.1 percent, while private for-profit institutions had their distance enrollments decline by 4.5 percent.
Download these and other findings in the report published today.
Babson Annual Report - Grade Increase - Tracking Distance Education in the United States
This is the 14th annual report of the state of online learning in U.S. Higher education. The Survey, conducted by the Babson Survey Research Group and co-sponsored by the Online Learning Consortium (OLC), Pearson, and Tyton Partners, is the leading barometer of online learning in the United States.

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The Online Learning Consortium | P.O. Box 1238 | Newburyport | MA | 01950

[REPOST] Announcing French Version Of The State Of The Nation Website

Original entry available at http://k12sotn.ca/blog/announcing-french-version-of-the-state-of-the-nation-website/

With the assistance of Centre francophone d’éducation à distance (CFÉD), the past year saw a major undertaking related to the project website: the creation of a French version. Over the past 12 months, CFÉD has translated the major project components to provide the study with a basic French language website.  When the e-learning team at the Nova Scotia Ministry of Education and Early Childhood Development designed the tenth anniversary banner, they ensured that the text was in both English and French. The French version of the website can be accessed by clicking the “En français” link on the main project website or directly at http://k12sotn.ca/francais/

Additionally, CFÉD, LEARN (Quebec), and Manitoba Education and Training have provided in kind translation services for the 2016 version of their individual jurisdictional profiles.  We are issuing a call for other organizations that may be interested in providing an in kind contribution of translating the 2016 and 2017 version of their individual jurisdictional profile.  Please note that the most recent profile is approximately 3-4 pages in length, while older profiles tend to run approximately 1-2 pages in length – depending on the jurisdiction.

January 9, 2018

[REPOST] State of the Nation: K-12 e-Learning in Canada – Project Update

Original entry available at http://k12sotn.ca/blog/state-of-the-nation-k-12-e-learning-in-canada-project-update/

The 2017 edition of the State of the Nation: K-12 E-Learning in Canada study represents the tenth anniversary of the project.  Over the course of this month, we will be announcing various aspects of this year’s study – culminating in the release of the full 2017 State of the Nation: K-12 E-Learning in Canada report.

Provincial, Territorial and Federal Profiles Update

Each provincial and territorial profile, as well as the federal profile, have now been updated to reflect the data collected as a part of the 2017 report.  These profiles include:

  • an examination of the nature of regulation of distance, online, and blended learning;
  • a description of the K-12 distance and online learning activity;
  • a discussion of the K-12 blended learning activity;
  • links to each of the previous annual profiles;
  • a history of K-12 distance education in the jurisdiction;
  • a variety of vignettes related to practices within the region;
  • any brief issue papers that have been produced specific to that jurisdiction;
  • the most recent responses to the individual program survey; and
  • a discussion of how jurisdictions treat inter-provincial and international distance education.

It is our goal that the State of the Nation: K-12 E-Learning in Canada annual published report is a shorter version of the updated changes that have occurred in each jurisdiction from the previous year. However, the online version of each provincial, territorial, and federal profile is a more comprehensive resource for e-learning in each jurisdiction.

Finally, at the bottom of each of the jurisdictional profile pages there is a section entitled “Inter-provincial and International.”  The purpose of this section is to examine policies related to students living in a given jurisdiction that may want to take a course from an e-learning program in another jurisdiction, but receive credit in the jurisdiction that they live (e.g., a student in Nova Scotia that wishes to take a course from an e-learning program in Ontario, but receive credit for the course in Nova Scotia).  Similarly, it also examines policies related to when a student in another jurisdiction wishes to take a course from an e-learning program in another jurisdiction to achieve credit there (e.g., a student living in Manitoba wishes to take a course from an e-learning program in Alberta and receive Alberta credit).  This section was originally added to the report in the 2012 edition but has not been updated until this year.

Study Methodology

The methodology utilized to collect the data for the 2017 study included:

  • a survey that was sent to each of the Ministries of Education,
  • follow-up interviews to clarify or expand on any of the responses contained in the survey,
  • an analysis of documents from the Ministry of Education, often available in online format, and
  • follow-up interviews with key stakeholders in many of the jurisdictions..

During that data collection process, officials from the provincial and territorial Ministries of Education responded. The profiles were constructed based on these survey responses, along with information provided by key stakeholders involved in K-12 distance education in each respective province or territory, and in some instances an analysis of available documents. Table 1 indicates the history of data collection for the State of the Nation: K-12 E-Learning in Canada study.

Table 1. Data collection sources for the State of the Nation: K-12 E-Learning in Canada

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
NL KS / DA MoE / DA DA MoE DA MoE / DA MoE / DA MoE MoE / KS / DA KS / DA
NS DA MoE / DA MoE / DA MoE / DA MoE / DA MoE MoE MoE MoE MoE
PE DA KS / DA MoE MoE MoE MoE MoE MoE MoE MoE
NB DA MoE / DA MoE MoE / DA MoE MoE MoE MoE MoE MoE
QC KS KS / DA MoE / KS MoE / KS MoE / KS MoE / KS MoE MoE MoE / KS KS
ON KS / DA KS / DA KS / DA MoE / DA MoE / DA MoE / KS MoE / KS KS / DA KS / DA MoE / KS / DA
MB KS MoE / DA MoE MoE MoE MoE MoE MoE MoE MoE
SK KS / DA MoE MoE MoE / KS MoE / KS MoE / KS MoE MoE MoE / KS MoE / KS
AB DA KS / DA KS / DA MoE MoE / DA MoE / DA MoE / KS MoE MoE / DA MoE / DA
BC MoE / DA MoE / DA MoE MoE MoE MoE MoE MoE MoE MoE
YT DA KS / DA MoE / DA MoE MoE MoE MoE MoE MoE / KS MoE / KS
NT DA MoE / DA DA MoE MoE MoE MoE MoE MoE MoE / DA
NU DA MoE MoE MoE MoE MoE MoE / KS MoE / KS KS / DA MoE
Federal AANDC / KS / DA AANDC / KS INAC / KS INAC / KS INAC / KS

MoE – Ministry of Education; KS – Key stakeholders; DA – Document analysis; AANDC – Aboriginal Affairs & Northern Development Canada/INAC – Indigenous and Northern Affairs Canada

Prior to publication drafts of each profile were provided to the Ministries, as well as key stakeholders that provided information for the profile. These individuals were given the opportunity to suggest revisions, most of which were accepted by the researchers (and all of which were seriously considered).

In addition to the data collection for the provincial, territorial, and federal profiles, the researchers also undertook an individual program survey. The individual program survey was sent to contacts from all of the K-12 distance, online, and blended programs across Canada identified by the researchers. Between the contacts that have been developed by State of the Nation: K-12 E-Learning in Canada researchers over the course of this research project, in addition to contacts provided by the Canadian eLearning Network and leads from key stakeholders, the researchers identified 285 different K-12 distance, online, and blended learning programs in Canada.

The survey was sent to all contacts on six occasions from May through October. The response rate by jurisdiction is provided in Table 2.

Table 2. Individual program survey responses

Total Number of Programs Number of Programs Responding Response Rate
NL 1 0 0%
NS 2 0 0%
PE 0
NB 2 2 100%
QC 4 2 50%
ON 81 7 9%
MB 38 1 3%
SK 21 5 24%
AB 49 9 18%
BC 79 22 29%
YT 2 2 100%
NT 1 1 100%
NU 0
Federal 5 2 40%
Total 285 53 19%

Data as of the time the printed report was submitted for publication (K-12 e-learning programs can update their information at any time).

The most recent responses that the State of the Nation: K-12 E-Learning in Canada researchers have received are included in the provincial, territorial and federal profiles.

November 7, 2017

Michael, You Have One More Citation Of Your Research

I received this notice from one of my open scholarship networks.

ResearchGate
Michael, we found one more citation of your research
State of the Nation: K-12 Online Learning in Canada
View citing research

The specific information read:

Congratulations!
Your article State of the Nation: K-12 Online Learning in Canada was cited in a publication:
  • “…4). Further, Barbour (2013) reported that currently over 140,000 high school students are participating in K-12 online learning in Canada (p. 7). Online learning technologies have become an important part of…”

October 21, 2017

CompetencyWorks Releases New Report on Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education

And from the neo-liberals…

To view this email as a web page, go here.
CompetencyWorks releases Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

  

Today, CompetencyWorks released a new report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education. This publication seeks to advance K-12 competency education along four key issues: quality, equity, meeting students where they are, and policy.

 

K-12 education in the United States and across the world is at a critical point in its evolution, and the demand for competency education has never been greater. The four key issues outlined in this report are critical to enabling competency-based education to scale with quality and sustainability over the long term. The report provides actionable recommendations on how the field can advance through the next wave of innovation and implementation.

 

The report calls for creating competency-based systems where the culture, structure, policies and instructional practices fully support each and every student in their journey towards preparation for college, career and life.

 

Susan PatrickCompetencyWorks Co-Founder and iNACOL President and CEO, said, “K-12 education in the United States and across the world is at a turning point, and we have an opportunity to redesign K-12 education to serve every student. Competency education systems prepare all students to graduate high school with the academic and lifelong learning skills to be leaders in their communities, visionaries, and agents of their own success – whether in college, career, or navigating the opportunities and challenges they will encounter in their lives.”

 

Chris SturgisCompetencyWorks Co-Founder, said, “This report provides deep insights into ensuring equity and quality in the design and implementation of competency-based systems, ensuring that all students are achieving at the highest levels, using their skills to navigate their lives and shape their futures, and discovering their potentials.”

 

Download a full copy of Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education here.

 

CompetencyWorks and iNACOL are hosting a webinar highlighting insights from this report on November 8 from 2:00-3:00 p.m. ETLearn more and register here. For more information about CompetencyWorks, a project of iNACOL dedicated to advancing K-12 competency education, please visit CompetencyWorks.org.

Share with your colleagues:

  • New @CompetencyWorks Report: Quality & Equity by Design: Charting the Course for the Next Phase of #CompEd http://ow.ly/1JSn30fZp1x @nacol
  • 4 key issues in #CompetencyEd explored in new @CompetencyWorks report http://ow.ly/1JSn30fZp1x @nacol

The iNACOL Symposium, held on October 23-25 in Orlando, will convene 3,000 experts and leaders advancing powerful, personalized, learner-centered experiences and shaping the future of K-12 competency-based education. Register here.


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 the International Association for K-12 Online Learning (iNACOL) is to catalyze the transformation of K-12 education policy and practice to advance powerful, personalized, learner-centered experiences through competency-based, blended and online learning. iNACOL is a non-profit organization focusing on research, developing policy for student-centered education to ensure equity and access, developing quality standards for emerging learning models using competency-based, blended and online education, and supporting the ongoing professional development of school and district leaders for new learning models. Visit our websitelike us on Facebookconnect with us on LinkedIn and follow us on Twitter.

 

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