Online, Blended, and Distance Education in Schools

Building Successful Programs
1. Auflage 2015
ISBN: 978-1-62036-164-1
Verlag: Taylor & Francis

Buch, Englisch, 256 Seiten, Paperback, Format (B × H): 175 mm x 251 mm, Gewicht: 454 g

Co-Published with the Microsoft Corporation Online, Blended and Distance Education in Schools provides students enrolled in Education Technology, Educational Administration and related Masters and PhD programs with expert opinions and insights on the practice and policy in K-12 online, blended and distance education, online and blended programs, including curriculum, instruction, technology and management aspects. It describes the status and trends of the field, provides illustrative program examples, explores the issues and challenges that programs face and highlights ongoing research in key areas related to program effectiveness. Topics discussed:* The current status of K-12 online, distance and blended learning in the U.S.* Policy, funding, and management issues in relation to program implementation* Research on effective programs within governmental jurisdiction and various program types* Global case studies that represent the variety of ways programs are being successfully implemented * A synthesis of key findings and lessons learned, and local and global visions for the future of K-12 distance and online learningThis text is highly appropriate for students enrolled in Educational Technology, Educational Administration and related Masters and PhD programs. An online companion resource provides pedagogical features that enhance text use in a classroom setting.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Clark, Tom

Barbour, Michael

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Tables and Figures Series Foreword—Michael Grahame Moore, Series Editor Foreword—Cathy Cavanaugh Acknowledgements Part One. Overview 1. Online, Blended, and Distance Education in Schools. An Introduction—Tom Clark and Michael K. Barbour Part Two. Research and Policy 2. Identifying, Evaluating, and Fostering Quality Online Teaching—Kathryn Kennedy and Leanna Archambault 3. Instructional Design. Teaching With Intention—Christy G. Keeler 4. Technology Infrastructure and Tools—Rob Darrow 5. Research Into K–12 Online and Blended Learning—Richard E. Ferdig, Cathy Cavanaugh, and Joseph R. Freidhoff 6. Cyber Charter Schools. An Alternative to Traditional Brick-and-Mortar Schooling?—Victoria Raish and Ali Carr-Chellman 7. Ensuring Equitable Access in Online and Blended Learning—Raymond M. Rose, Alese Smith, Karen Johnson, and David Glick Part Three. Case Studies on Practice 8. A Case Study of External Evaluation in Support of a New Virtual School—Kevin Oliver and Tracy Weeks 9. Boise State's Journey to a K–12 Online Teaching Endorsement Program—Dazhi Yang and Kerry Rice 10. Building Blended Charters. A Case Study of the Nexus Academies, U.S.—Mickey Revenaugh 11. A Case Study of Clark County School District's Virtual High School—Jhone M. Ebert and Allison Powerl 12. Virtual High School (Ontario). A Case Study of an Online Private School—John Smallwood, Jennifer Reaburn, and Stephen Baker 13. Barriers to Online Learning in Developing Nations. The Case of Nepal—Cathy Cavanaugh 14. Online Learning in Australia. SCIL as a Case Study—Stephen Hariss 15. Using Virtual Learning Environments to Personalize Learning in U.K. Schools. A Case Study—Helen Boulton and Lisa Hasler Waters 16. A Case Study of Korea's Cyber Home Learning System—Hyeonjin Kim and Jeonghee Seo Part Four. Summary Thoughts 17. Online, Blended, and Distance Learning in Schools. Summing Up—Michael K. Barbour and Tom Clark Editors and Contributors Index

Über Autor(innen)

Tom Clark is president of Clark Consulting, a research and evaluation consulting firm with a focus on online and blended learning. In this role, he has undertaken many successful evaluations for a wide variety of organizations, including a federally funded $9.1 million online professional development project, state-led virtual schools, large district-led online learning programs, and cyber charter schools. He was an advisor for U.S. Department of Education’s Evaluating Online Learning (2008). Recognized as an author in online and distance learning in Who’s Who in America, he has a wide range of publications in the field, including white papers, policy studies, books and articles. He co-edited Virtual Schools: Planning for Success (Teachers College Press, 2005), authored an early overview of K–12 online learning in the United States, Virtual Schools: Status and Trends (WestEd, 2001), and co-authored one of the first American texts in the field, Distance Education: The Foundations of Effective Practice (Jossey-Bass, 1991). Michael Barbour is Director of Doctoral Studies for the Isabelle Farrington College of Education and an Assistant Professor of Educational Leadership at Sacred Heart University in Fairfield, Connecticut. He completed his PhD in instructional technology from the University of Georgia. Originally from the Canadian province of Newfoundland and Labrador, Dr. Barbour’s interest in K–12 distance education began after accepting his first high school teaching position in a rural high school, he was troubled by the inequity of opportunity and began a program to offer online Advanced Placement social studies courses to students in his district. For more than a decade, Michael has worked with numerous K–12 online learning programs in Canada, the United States, New Zealand, and around the world as an online teacher, course developer, administrator, evaluator, and researcher. His current research interests focus on the effective design and delivery of o