What Works in K-12 Online Learning

by Susan Patrick (Foreword), Susan J. Patrick

A new form of distance learning, online learning is education in which instruction and content comprising a formal course of study are delivered primarily via the Internet. K-12 enrollments in online courses continue to grow, and while there is great potential in the virtual schools movement, there are many challenges inherent in this relatively new method of education delivery.What Works in K-12 Online Learning provides a comprehensive overview of effective online teaching and learning practices. Based on extensive experience and research, chapters cover a full spectrum of topics including virtual course development, online learning in elementary classrooms, differentiating instruction online, professional development for teachers of virtual courses, and the challenges that virtual schools will face in the future. Topics -technology integration
-curriculum design
-distance learning
-online courses
-virtual learning
-virtual courses
-professional development Also PowerPoint Magic - ISBN 1564842355
RSS for Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom - ISBN 1564842398 The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education. Some of the areas in which we publish
-Web. 2.0 in the classroom-RSS, podcasts, and more
-National Educational Technology Standards (NETS)
-Professional development for educators and administrators
-Integrating technology into the classroom and curriculum
-Safe practices for the Internet and technology
-Educational technology for parents

Genres: Education, Nonfiction

Paperback

First published January 1, 2007

About the author

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Reviews

[Jennifer · Rating 2 out of 5]

The book is a series of chapters written by several different authors. Topics jump from background statistics on online learning to instructional models for online courses to blended learning in elementary classrooms to how to teach P.E. online. The overall effect is disjointed; the book’s lack of focus makes it somewhat hard to read. As one might expect, some chapters are more interesting and engaging than others.

I had been excited to read this book. Obviously online learning is an area we are beginning to focus a great deal of our energy toward, and I was hoping this book would help to fill in some gaps in my knowledge. On the whole, I was disappointed with what I read, although I did garner some useful information. Much of the book seemed to focus on how what we already know about how students learn also applied to online learning (motivation, engagement are key to successful learning, students’ different learning styles play a role in how they learn, teachers need proper training, etc.).

5 Things I Learned and How They Apply to W&N:

1. Chapter 2 presented an outline for developing a quality virtual course. While none of the educational theories and instructional practices outlined in the chapter are new to us (Gagne, Keller’s ARCS model, UBD), the outline itself was clear and concise, and provides a useful backbone to keep in mind as we participate more frequently in the development phase for online courses.

2. This line on page 39 struck me as interesting: “In the online classroom setting, there is a cultural shift from the importance of possessing knowledge in one’s own memory, often received from teacher lecture, to the ability to effectively search for and use information needed for particular purposes.” We are familiar enough with idea by now that it may seem common, but I think it’s important to note that in the 21st-century skills era the focus is not on knowing everything, but knowing how to find the answers you need. The role of the teacher, and of the student, their relationship to each other, is shifting, and that affects how we create course materials and teacher support.

3. Regarding elementary classrooms using a blended learning approach, emerging trends were noted to include improved voice-to-text technology, advanced handhelds with data collection capabilities, “telementoring” (students can “ask the expert” questions), and systems for real-time, formative assessment during instruction. Important for W&N to keep an eye on some of these trends as they point to potential new clients or ideas to pose to existing clients.

4. “Component architecture” allows teachers to more easily differentiate instruction, customize course content for individual learners. Again, this is something we’re already seeing, but it’s important to keep the need to address diverse learners and the perceived benefit of using an online structure to fill this need in mind as we think about how new courses should be designed.

5. Universal Design for Learning principles outline an approach to online course design that makes the course accessible to a wide variety of exceptional learners. As accessibility already plays a role in how we bid and design courses, understanding these principles as a different facet of making courses accessible to all learners would benefit us as a company moving forward.