Virtual School Meanderings

October 13, 2016

Welcome to K-12 Blended & Online Learning!

More on that KSU MOOC that Anissa Vega runs..

Dear Michael K. Barbour,

Thank you for joining K-12 Blended and Online Learning! In the first half of the course you will learn the introductory knowledge of teaching in the blended or online environment. In the second half, you will get to apply your new knowledge to practice the work of a blended or online teacher. Right away when you enter the course, we will ask you to self-assess your knowledge of K-12 blended and online learning. At first the value of this self-assessment may not be clear, but at the end of the course you will repeat the self-assessment as a comparison to measure just how much you’ve learned in taking this course. In the course, you will experience a variety of class activities including videos, readings, quizzes, discussions and three small peer-evaluated projects. Welcome to class, and I hope you enjoy this learning experience!

Happy learning!

Dr. Anissa Vega

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October 12, 2016

Welcome to K-12 Blended & Online Learning

Note this up-coming MOOC that is focused solely on K-12 online and blended learning.

Ready to learn something new? My CoursesCourse Catalog

Welcome, Michael K. Barbour!

Welcome to K-12 Blended & Online Learning! We’re glad you’re here. Start learning today by watching your first video: Week One Video 1 (Introduction).
 K-12 Blended & Online Learning
Watch First Video

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May 12, 2016

E-Learn 2016 (DC): Full Paper: Journal Publication Submisions

Another item from Tuesday’s inbox…

e-elearn 2016 DC logo
Call for “Full Paper:
Journal Publication” 
Due: June 15
Submissions accepted as Full Paper – Journal Publication category will be published in an AACE Journal and Conference Proceedings, available at
AACE,, P.O. Box 719, Waynesville, NC 28786

April 25, 2016

Your Paper Is Published in the SITE 2016 Proceedings!

Note these K-12 online learning related items in the proceedings – and I suspect if you searched for other sessions from , you might find other items that have been deposited.

LearnTechLib - The Learning & Technology Library
Formerly EdITLib—Education & Information Technology Library

Dear Michael Barbour,

Congratulations, your paper has been published in the SITE 2016 Proceedings and will be internationally distributed viaLearnTechLib–The Learning and Technology Library.

Help distribute your paper by sharing with colleagues. All shared papers are freely accessible.

Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers [172322]

Available here:

Your Papers:

Your Author Profile:

All papers in the SITE 2016 Proceedings are accessible to conference registrants through LearnTechLib.

Use the entire Library for your research, classroom readings, etc. Access to 110,000+ peer reviewed papers from 800+ journals and 2,000+ conferences.

Individual and library subscriptions are available at a reasonable rates.

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Best regards,
The LearnTechLib Team

April 22, 2016

4th Annual Virtual Schools Report

From Thursday’s inbox…

April 20, 2016

Gary Miron, (269) 387-3883,
Daniel J. Quinn, (517) 203-2940,

4th Annual Virtual Schools Report

Online schools continue to grow, struggle

EAST LANSING, Mich. (Apr. 20, 2016) — The Virtual Schools Report 2016: Directory and Performance Review report is the fourth in an annual series of research briefs on the fast-growing U.S. virtual school sector. This year’s report provides a comprehensive directory of the nation’s full-time virtual and blended learning providers.

The report finds little research has examined the inner workings of these schools. Also, the report finds that students attending these schools differ from those in traditional public schools, and the school outcomes are consistently below traditional public schools.

Gary Miron, professor of evaluation, measurement, and research at Western Michigan University, and Charisse Gulosino, assistant professor of leadership and policy studies at the University of Memphis are the authors of this year’s report. Alex Molnar, a research professor at the University of Colorado Boulder, provides a foreword to the report.

This report provides a detailed census of full-time virtual and blended schools, including student demographics, state-specific school performance ratings, and a comparison of virtual school outcomes with state norms.

Based on the findings, the authors make several recommendations, including:

  • Policymakers should slow or stop the growth in the number of virtual and blended schools until their relatively poor performance have been identified and addressed;
  • States should seek to understand why virtual and blended schools perform weakly, and how their performance can be improved;
  • Virtual and blended schools should be held to the same standards as other publicly funded schools;
  • Policymakers should require virtual schools devote more resources to instruction;
  • State agencies should ensure that virtual and blended schools fully report data related to the population of students they serve and the teachers they employ;
  • State and federal policymakers should promote efforts to design new outcome measures, which capture the unique characteristics of virtual and blended schools;
  • More research should be supported to understand policy options for funding and accountability mechanisms, and to increase our understanding of the inner workings of virtual and blended schools.

Find the report on the web:

The National Education Policy Center (NEPC) produced the report with funding from the Great Lakes Center for Education Research and Practice.

The report can also be found on the NEPC website:

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The mission of the Great Lakes Center for Education, Research & Practice is to support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develp reasearch-based resources for use by those who advocate for education reform.

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