Barbour, M. K. (2014, June). Online and blended education: What does it look like? An invited keynote presentation to the Binghamton University's Virtual Advanced Placement Conference, Binghamton, NY.
2. Online Learning
virtual school = supplemental
cyber school = full-time
Blended/Hybrid Learning
blended = online & F2F at the same time
hybrid = online or F2F
15. Virtual School Designer: Course Development
design instructional materials
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.
Davis (2007)
16. Copyright
who owns the content?
Expertise/Training
“more than 31% of teachers reported receiving no training
in online lesson design” (Rice & Dawley,2007, p. 26)
to create one hour of training it took 43 hours for
instructor-led, 79 hours for basic e-learning, 184 hours for
interactive e-learning, and 490 hours for advanced e-
learning (Chapman Alliance, 2010)
Lack of Research to Guide Practice
studies have focused on unreliable and invalid measures
primary data has been teacher and developer perceptions
no open access research-based standards
17. Similar to classroom-based teaching,
with differences
time management, creation of materials,
understanding current technology and working
with a student one-on-one (Kearsley &
Blomeyer, 2004)
work differently to have positive
communication and assessments, using non-
verbal communication, time is needed for
teachers to become comfortable with
technology, shift occurring from teacher-
centered to student-centered learning (Easton,
2003)
18. Online teaching is more work
class size limit (official & unofficial)
asynchronous instruction in particular
Lack of reliable and valid empirical
research
most research is based on teacher perceptions
What is known about teacher training
learn online in order to teach online
works in team with teachers and a virtual school to
construct the online course, etc.
19. Critical to the success of students
research has shown the presence of active facilitators
increase student performance (Roblyer, Freeman, Stabler,
& Schneidmiller, 2007)
a trained facilitator also has a positive impact on student
performance (UNC-Chapel Hill)
Facilitator should…
monitor student activities
support students soft learning skills
Facilitator should not…
provide regular tutoring
provide significant or substantial technical assistance
20. Lack of professional development
less than 40% of online teachers reported to
receiving any professional development before they
began teaching online (Rice & Dawley, 2007)
Lack of teacher preparation programs
less than 2% of universities in the United States
provided any systematic training in their pre-
service or in-service teacher education programs
(Kennedy & Archambault, 2012)
21. Haughey &
Muirhead (1999)
preferred characteristics include the highly motivated,
self-directed, self-disciplined, independent learner who
could read and write well, and who also had a strong
interest in or ability with technology
Roblyer & Elbaum
(2000)
only students with a high need to control and structure
their own learning may choose distance formats freely
Clark et al. (2002) students were highly motivated, high achieving, self-
directed and/or who liked to work independently
Mills (2003) typical online student was an A or B student
Watkins (2005) 45% of the students who participated in e-learning
opportunities in Michigan were either advanced
placement or academically advanced students
22. • “enroll approximately the same percentages of black students
but substantially more white students and fewer Hispanic
students relative to public schools in the states in which the
company operates”
• “39.9% of K12 students qualify for free or reduced lunch,
compared with 47.2% for the same-state comparison group.”
• “enroll a slightly smaller proportion of students with disabilities
than schools in their states and in the nation as a whole (9.4%
for K12 schools, 11.5% for same-state comparisons, and 13.1% in
the nation).”
• “Students classified as English language learners are
significantly under-represented in K12 schools; on average the
K12 schools enroll 0.3% ELL students compared with 13.8% in
the same-state comparison group and 9.6% in the nation.”
Miron, G. & Urschel, J. (2012). Understanding and improving full-time virtual schools. Denver, CO: National
Education Policy Center.
23.
24. Director of Doctoral Studies
Sacred Heart University, USA
mkbarbour@gmail.com
http://www.michaelbarbour.com
http://virtualschooling.wordpress.com