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Sponsors: Agenda: National landscape of K12 online learning Key trends and implications Key issues to consider when starting an online program Questions.

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Presentation on theme: "Sponsors: Agenda: National landscape of K12 online learning Key trends and implications Key issues to consider when starting an online program Questions."— Presentation transcript:


2 Sponsors:

3 Agenda: National landscape of K12 online learning Key trends and implications Key issues to consider when starting an online program Questions and discussion Please ask questions or comment at any time using Q & A.





8 Numbers: full-time online schools Available in 27 states and Washington DC Estimated 200,000 full-time online students 15 - 20% annual increase



11 Numbers: state virtual schools 450,000 course enrollments in state virtual schools 40% annual increase But two schools account for nearly all the increase

12 District online programs Number unknown About 50% of districts with some type of online program

13 School district online learning Level of activity not well known but varies by state Often involves: Creating online options for the first time Moving from one student segment to broader student populations Blended or hybrid instead of fully online Credit recovery appears to be a leading driver


15 No OLL Pilot or limited OLL Comprehensive OLL District online learning progression


17 Key trends Small % of districts offering comprehensive online options—likely no more than 10%—but number is increasing fast Decision-makers are sometimes school-based but moving towards district-wide decisions Key factors are cost, competition, and addressing gaps in opportunities

18 Key emerging issues Blended learning Competency-based learning Policy: alternatives to seat-time funding Mobile learning

19 Key emerging issues Blended learning Competency-based learning Mobile learning


21 Blended Learning: The Convergence of Online and Face- to-Face…the “Best of Both Worlds” “Blended learning should be approached as not only a temporal construct, but rather as a fundamental redesign of the instructional model with the following characteristics: -A shift from lecture- to student-centered instruction where students become interactive learners (this shift should apply to entire course, including face-to-face sessions); -Increases in interaction between student-instructor, student-student, student-content, and student-outside resources; and -Integrated formative and summative assessment mechanisms for student and instructor.” - Educause, Blended Learning (2004)

22 Blended/Hybrid Learning “Combining face-to-face with fully online components optimizes both environments in ways impossible in other formats” -Educause Research Bulletin, 2004 – Digital content/curriculum, LMS, online assessments, data system, AI, simulations – Shift in instructional model and PD/training Self-direction, high engagement, (Less direct student support needed) Struggling student, low-engagement, (More direct student support needed)

23 Trends in K-12 Education: Next Generation Models of Online and Blended Learning Hybrid/ Blended Programs Blended Courses Online course and/or Online content Online instruction LMS/Technology Buffet: F2F & Online Courses Emporium: F2F place with blended/hybrid approaches to learning

24 Online and Blended Course Definitions Allen & Seaman, 2007

25 How Students Learn



28 Source: Project Tomorrow

29 Key ongoing issues Funding Quality Access

30 Starting or Growing Your Online Program Goals and Design Teachers and Instruction Students Administration and Evaluation

31 Goals and Design Targeted student populations? Full-time or supplemental? Cohort-based or open enrollment? Fully online or blended? How will success be measured?

32 Teachers and Instruction What is the role of the teacher - coach, facilitator, instructor? Recruiting and hiring Preparation to teach online – iNACOL Standards for Quality Online Teaching Ongoing professional development - mentoring and more

33 Students Student recruitment and guidance Student support Enrollment support (SIS integration) Orientation Technical support Academic support Special Education

34 Administration and Evaluation Leadership Budgeting District policy supporting online learning Program evaluation and data collection


36 Implications from Keeping Pace with K-12 Online Learning What to Do: Advocacy

37 Advocacy Action Item: “Events” 1.Legislative Informational Hearings Example: New Jersey Legislative Meeting/Hearing – Informational meetings and hearings – Agenda: 1.National Overview 2.Disrupting Class Summary: Disruptive Innovation in Education & Online Learning 3.Students’ Perspectives of Online & Blended Learning 4.Online Teaching: Teachers’ Perspectives 5.Q&A

38 Advocacy 2.Outreach Events – State Policy and Community Meetings Examples: Colorado Blended Learning Summit, Georgia Policy Day – Type: State Policy advocacy and outreach – Day Agenda: » Online Learning Imperative – National Keynote » National Overview of K-12 Online and Blended Learning » Innovative Programs Panel in your state » Policy Recommendations & Digital Learning Now Panel

39 Advocacy 3. Host Site Visits – Invite elected officials to visit your online and blended learning program Federal (Senators, Representatives), state (legislators, superintendent/commissioner of K-12 education, state board of education members), local (mayor, city council) – Agenda: » Overview of Programs with key leadership, teacher leaders, students, parents » Tour administrative offices » See it work – tour and visit with teachers teaching online or blended classrooms » Interact – allow time and “focus group” open discussions with teachers with Q&A » Investigate the student perspective – allow time for “focus groups” and/or presentations by students with Q&A

40 Discussion

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