Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.

1. Exploring Models of
Effective Primary and
Secondary e-Learning
Michael K. Barbour
Assistant Professor
Wayne State University

3. History of Primary & Secondary Distance
Education in North America

4. History of Primary & Secondary
E-Learning in North America
E-Learning in North America

5. E-Learning Environment

6. Development
• design instructional materials
•
Three Roles of E-Learning Teachers
works in team with teachers and a virtual
school to construct the online course, etc.
Virtual School Teacher: Pedagogy &
Class Management
• presents activities, manages pacing, rigor,
etc.
• interacts with students and their facilitators
• undertakes assessment, grading, etc.
Virtual School Site Facilitator:
Mentoring & Advocating
• local mentor and advocate for student(s)
• proctors & records grades, etc.

7. Importance of the School-Based Personnel
• Serve as the local “eyes and ears” for the
online instructor
• Track student progress
• Communicate with the online instructor,
school administration and parents
• Address any concerns to staff and the
help desk
• Assign final grade to the student after
the percentile score is submitted by the
online instructor
• Help student stay on track and
successfully progress through the course

8. Teacher Education Goes Into Virtual
Schooling (Iowa State University)
http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html

9. Teacher Education Goes Into Virtual
Schooling (Iowa State University)
http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html

10. Supporting K-12 Online Learning in
Michigan (Wayne State University)
http://itlab2.coe.wayne.edu/it6230/michigan/

11. E-Learning Environment

12. Importance of the Learning Coach
• Performs the oversight
function
• Assists with student
motivation
• Encourages student to seek
help
• Regular access with online
instructor and to learning
management system

13. E-Learning Environment
• Often use database-driven courses
• Presence of subject matter
teachers in lab space
- also perform motivational and
oversight role
• Lab space generally open non-
traditional hours
• Students have required lab time
- can earn more unsupervised time

14. Characteristics of Successful e-Learners
• Self-motivated
• Independent learner
• Computer literate
• Time management
• Effective writing skills
• Personal commitment

15. Educational Success Prediction Instrument
• Access to and expertise with
computers
• Organization and self-regulation
• Beliefs about achievement
• Responsibility
• Risk-taking
Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008) Toward practical procedures for predicting and
promoting success in virtual school students. American Journal of Distance Education, 22(2), 90–109.

16. What Else Do We Know
from the Research?
from the Research?

17. Difficulty with Primary and
Secondary E-Learning Research
Secondary of Interviews with teachers and course
Online 7 principles
E-Learning Research
Course effective online developers at a single virtual school, with
Design course content no verification of whether the
for adolescent interviewees’ perceptions were actually
Barbour learners effective or any student input at all for
(2005; 2007) that matter.
Online 37 best practices Interviews with teachers at a single virtual
Teaching in asynchronous school selected by the virtual school itself.
online teaching Their teachers’ beliefs were not validated
DiPietro et al. through observation of the teaching or
(2008) student performance.

18. What We Do Know

19. Teachers and Teaching Matter
• Providing formative evaluation (d=0.90)
• Micro teaching (d=0.88)
• Teacher clarity (d=0.75)
• Providing feedback (d=0.73)
• Teacher-student relationships (d=0.72)
• Teaching strategies (d=0.60)
• Cooperative vs. individualistic learning (d=0.59)
• Study skills (d=0.59)
• Direct instruction (d=0.59)
• Mastery learning (d=0.58)
• Worked examples (d=0.57)
• Concept mapping (d=0.57)
• Goals (d=0.56)
• Peer tutoring (d=0.55)
• Cooperative vs. competitive learning (d=0.54)

20. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in
productivity come
when new
technologies are
combined with new
ways of doing
business.

21. Two Key Points
• Introducing
technology alone is
never enough.
• Big gains in education
come when new
technologies are
combined with new
ways of teaching.

23. QuickTime™ and a
decompressor
are needed to see this picture.

24. QuickTime™ and a
decompressor
are needed to see this picture.