DOES DISTANCE/ONLINE/BLENDED LEARNING

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DOES DISTANCE/ONLINE/BLENDED LEARNING
BROADEN THE K
-
12 CLASSROOM
EXPERIENCE?


Stephanie Kelly and Rosario Lee

Technology in the Classroom


W. 4:30
-
7:10pm

Distance/Online/Blended Learning Presentation

Dr. Devon Duhaney

October 21
st
, 2009


DISTANCE, ONLINE, AND BLENDED LEARNING
DEFINED


Distance learning is any type of educational
process that extends out of the traditional face to
face classroom experience.


Online learning is an educational experience
where courses can be completed, with all
materials available through the World Wide Web.


Blended learning is a combination of traditional
face to face classroom learning and
technologically based distance learning.

DISTANCE EDUCATION OR “VIRTUAL SCHOOLS”


Distance education in the K
-
12 arena is often
referred to as “virtual schooling” and learning
through virtual schooling is one of the fastest
growing areas for K
-
12 schools.


Virtual schools offer distance education
courses in basically two formats: site
-
based


part of a traditional brick and mortar school


and virtual high school/charter schools


typically non
-
site based.


‘ONLINE’ VERSUS BLENDED LEARNING

A typical ‘online’ blended course might consist of the following elements:


Reading from one or more set books: 18 hours


Browsing and analyzing web resources: 16 hours


Working through materials provided in the virtual classroom: 8 hours


Group work on a collaborative project: 16 hours


E
-
mail interaction with tutor: 2 hours


Online discussions: 4 hours


Individual assignment: 16 hours.

A typical blend for a campus
-
based course might be:


Lectures 2x2 hours per week


Follow up online seminars


Reading from list supplied by lecturer


Web materials from course website


Small group presentation


Individual assignment.


PERSONALIZED ONLINE LEARNING


In the communities and connections that we create today,
we’re following our own passions, creating our own pace for
learning and assessing it ourselves.


Online learning has to be more than taking the paper texts
and paper assignments and transferring them to a blog or a
wiki or some other content management system.


If we truly want to move learning online, it has to be about
helping kids find their own paths, making their own
connections, and building their own artifacts in the context
of whatever it is they love to learn. And if we don’t show
them how to take advantage of that potential, we’re not
modeling “effective leadership” at all.


WHY THE DEMAND FOR ONLINE SCHOOLS?


The key is individualized learning and flexibility.


Virtual schools are the most public of all public
schools.


Offering creative solutions.


And tens of thousands of new students every
year become engaged and excited about
learning, with a renewed sense of ownership of
their education.

RECENT NEWS IN

ONLINE AND BLENDED LEARNING


Headsprout Early Reading program


Grades 3 through 5


No Child Left Behind requirements


Available to parents and school districts


Wichita school district


Homeschoolers, at
-
risk, or homebound students


10 full time teachers work as facilitators


One third of students complete work online





RECENT NEWS IN ONLINE AND BLENDED
LEARNING (CONT.)



iNACOL (International Association for K
-
12 Online Learning
Standards)


www.inacol.org


Continuity of Learning Website


Potential long term and short term school closure


National Standards for Quality Online Programs


“…four main skills or duties that every online teacher must have
or perform, based on a review of existing research:



1. Be able to facilitate interaction…



2. Be highly responsive…



3. Know web
-
based technologies…



4. Be trained in both synchronous and asynchronous



instruction…” (Stansbury, 2009)


DISTANCE LEARNING LESSONS:


http://www.youtube.com/watch?v=yK
-
C8R7jiGw


http://www.youtube.com/watch?v=V96_PjlrVQ
c


IMPLICATIONS FOR INSTRUCTIONAL DESIGN


While synchronous courses offer real
-
time interaction with the teacher and,
potentially, with peers, a course taught predominantly through asynchronous
instruction may offer few opportunities for personal interaction.


Like classroom schooling, virtual schooling must address student
-
related issues
including a feeling of isolation and concerns about social development that may
exceed classroom based instruction.


Younger students require more supervision, simpler instructions, and a more
extensive reinforcement system than older students.


The effectiveness of online learning for all grade levels is, at best, unclear. K
-
12
instructional designers for distance education need to be aware of the lack of a clear
research agenda and the controversies surrounding this new delivery medium.


Lack of trained professionals where there is a strong need for instructional
designers, specifically trained in distance education technologies and design, who
are ready to tackle distance education challenges at all levels.


3 critical elements for exemplary K
-
12 online learning: “the features and design of
the course, the role of the teacher or facilitator, and the characteristics that
successful online learners exhibit.”


WORKS CITED


Blended Learning in K
-
12/Evolution of Blended Learning. (2006, February).
Wikibooks
. Retrieved from
http://en.wikibhooks.org/wiki/Blended_Learning
-
in
-
K
-
12/Evolution


Hale, Nancy Lynch and Sachs, David. (2005, April). Blended Design Improves Core
Course, Introduces Students, Faculty to Online Learning.
Distance Education Report
,
3.


Headsprout® Reading Comprehension, an online Critical Thinking Program, Offered
to School Districts Nationwide Beginning October 6, 2009. (2009, October).
PR
Newswire United Business Media
. Retrieved from http://www.
prnewswire.com/news
-
releases/headsprout
-
reading
-
co


Huett, Jason, Moller, Leslie, Foshay, Wellesley R., Coleman, Craig. (2008,
September/October). The Evolution of Distance Education: Implication for
Instructional Design on the Potential of the Web.
TechTrends
, 52(5), 63
-
67.


iNACOL Announces Launch of Continuity of Learning Website. (2009, October).
PR
newswire United Business Media
. Retrieved from
http://www.prnewswire.com/news
-
releases/inacol
-
announces
-
launch


Mason, Robin. (2005, November). Blended Learning.
Education, Communication &
Information
, 5(3), 217.



WORKS CITED (CONT.)


Nasseh, Bizhan. A Brief History of Distance Education. (1997).
Adult Education in
the News
. Retrieved from
http://www.seniornet.org/edu/art/history.html


Packard, Ron. (2009, September). Rethinking the Traditional School Model: Online
learning has transformative powers.
District Administration
, 76.


Pape, Liz, Wicks, Matthew. (2009, October)
National Standards for Quality Online
Programs
. Retrieved from
http://www.inacol.org


Richardson, Will. (2009, September). Personalized Online Learning: Taking what
you already do and putting it online doesn’t make it learning.
District Administration
,
84.


Stansbury, Meris. Strong communication key to online learning. (2009, October).
Retrieved from
http://www.eschoolnews.com/news/top
-
news/index.cfm?i=61071


Yount, Lori. Web classes help Wichita school district dissuade dropouts. (2009).
The Witchita Eagle. Retrieved from
http://www.kansas.com/news/local/story/999473.html