2. DESIGNING EFFECTIVE ONLINE INSTRUCTION FOR K- 12 Sheri Glew Walden University

3. Design standards for K-12 online learning  What is the most effective use of technology for teaching K-5 students online?  What design principles should be followed to support cognitive learning?  What are the factors that most contribute to successful online learning for K12 students?

4. Key Points  Importance of developing effective online material for K-12 students  There is a lack of research to guide teachers on best online teaching practices  Factors that influence student success are teacher readiness and student readiness for the online environment  Research studies have provided basic design principles for online curricula

5. Scope of Online Learning in K-12 Over 1 Million students are currently enrolled in some form of online learning in K-12 schools Every state has some form of virtual school

6. Studies Comparing Online Learning with Face to Face Learning  Online learning Versus classroom learning  Both achieve the same academic success  There have not been any empirical studies done to determine standards for professional development

7. Teacher and Student Readiness  Good teaching principles apply anywhere  Teachers should understand the online tools and environment  Currently there are no standards to prepare teachers for online instruction  Students should understand information and communication technology (ICT)

8. Solution for Research Based Design Principles  Deliver concepts in small bites  Create teacher and student communication opportunities  Allow students to drive their time and interaction with material  Develop reflection exercises for students

9. Design Ideas Research has Proven False  Many researchers have hypothesized that the addition of images, graphics, audio, video or some combination would enhance student learning and positively affect achievement

10. Conclusion: Follow Standard Design Principles  Follow the instructional design principles which best match the pedagogy of the program  Engage students  Call on prior knowledge  Provide activity for learning and practice  Provide assessment  Develop student reflection activity

11. References Cavanaugh, C., Gillan, K., Kromrey, J., Hess, M., Blomeyer, R., & North Central Regional EducationalLab., N. (2004). The Effects of Distance Education on K-12 Student outcomes: A Meta- Analysis. Learning Point Associates / North Central Regional Educational Laboratory (NCREL),Retrieved from ERIC database. Elizabeth A Davis, & Joseph S Krajcik. (2005). Designing educative curriculum: Materials to promoteteacher learning. Educational Researcher, 34(3), 3-14. Ferdig, R. E, Cavanaugh, C., DiPietro, M., Black, E.W., Dawson, K., (2009). Virtual schooling standardsand best practices for teacher education. Journal of Technology and Teacher Education, 17 (4),203-226. Kerry Lynn Rice. (2006). A comprehensive look at distance education in the K-12 context. Journal ofResearch on Technology in Education, 38(4), 425-448. Means, B, Toyama, Y, Murphy, R, Bakia, M, & Jones, K. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service. (2009).