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The Rise of K-12 Blended Learning
- 1. A National Perspective on K-12 Online Learning Matthew Wicks iNACOL Vice President Strategy and Organizational Development www.inacol.org
- 2. International Association for K-12 Online Learning (iNACOL) • iNACOL is the leading, international, non-profit association in K-12 online learning. • Based in the Washington, DC metropolitan area (Vienna, VA) • 3800+ members in K-12 districts, states, universities, researchers & online learning providers • Provides leadership, advocacy, research, training and networking with experts in K-12 online learning. • “Ensure every student has access to the best education available regardless of geography, income or background.” • Conference - Virtual School Symposium (VSS) in Indianapolis (November 9-11, 2011) • www.inacol.org
- 4. Comprehensiveness of Program • Full-time Online School • Supplemental Online Program • Blended Learning
- 5. Full-Time Online School • Full-time online schools, also called cyberschools, work with students who are enrolled primarily (often only) in the online school. • Cyberschools are typically responsible for their students' scores on state assessments required by No Child Left Behind. • In some states most full-time online schools are charter schools. Keeping Pace 2010, page 13.
- 6. Supplemental Online Program Supplemental online programs provide a small number of courses to students who are enrolled in a school separate from the online program. Keeping Pace 2010, page 13.
- 9. Providing Opportunities to All Students Traditional Public/Private Accelerated Credit Recovery Students Medically Fragile Need to work and/or support family Rural Students Aspiring athletes and Home Schoolers performers Special Education and ELL
- 10. www.inacol.org
- 11. www.inacol.org
- 12. District online programs 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
- 13. www.inacol.org
- 14. District online learning progression • Small % of districts offering comprehensive online options—likely no more than 10%— but number is increasing fast • Decision-makers are often Comprehensive school-based but OLL moving towards Pilot or district-wide limited decisions OLL No OLL • Key factors are cost, competition, and addressing gaps in opportunities
- 15. Disrupting Class (2008) • Applies the theory of disruptive innovation to education • Predicts that in 2019, 50% of high school courses will be delivered online
- 17. Definition of blended learning Any time a student learns in part in a supervised brick-and- mortar place away from home and At least in part through online delivery, with some element of student control over time, place, path and/or pace = Copyright Innosight Institute, Inc. Blended learning
- 18. 6 models of blended learning Copyright Innosight Institute, Inc.
- 19. B L l e Online e n a r Traditional Learning d n Classroom e i d n g Competency Based Personalized Learning
- 21. Carnegie Unit • Implicit assumption that time equates to value • Flexibility in awarding credit acknowledges not everyone learns at the same rate • Competency-based systems, go beyond just creating flexibility in awarding credit
- 22. Competency-Based Pathways Design Principles 1. Students Advance Upon Mastery 2. Explicit and Measurable Learning Objectives That Empower Students 3. Assessment is Meaningful and a Positive Learning Experience for Students
- 23. Do All Students Have Access to the Highest Quality Education? • “Advanced Diploma” Courses • Additional Course Offerings – Advanced Placement, IB or Dual Enrollment/Credit Courses – Math & Science Courses – Foreign Languages • Remediation and Supplemental Resources • Excellent teachers/Highly Qualified Teachers • Multimedia/Technology Tools to Enhance Instruction
- 24. What Does Opportunity Look Like? • Students have the option to choose a variety of high quality options: – Blended Learning – Supplemental Online Courses – Full-time Online Programs
- 25. Key Policy Issues • Funding • Quality • Access
- 26. Thank you! Matthew Wicks mwicks@inacol.org
Notes de l'éditeur
- Available on 27 states and Washington DC; Estimated 200K full-time online students; 15-20% annual increase
- 450K enrollments in state virtual school; 40% increase last year, but almost entirely from FL and NC