terms “online learning,” “virtual education and instruction,” “e-learning,” and “cyberlearning” are used interchangeably
- Open Science Resources
https://www.coursera.org/learn/k-12-education/supplement/9WSnL/open-science-resources
- Open English Languge Arts Resources
https://www.coursera.org/learn/k-12-education/supplement/nHRyL/open-english-language-arts-resources
- Open Math Resources
https://www.coursera.org/learn/k-12-education/supplement/XWVxu/open-math-resources
Course design for any class—both in-person and online—is truly a work of art of science. It requires:
- Planning with the end in mind
- Mapping courses backward to the beginning of the school year
- Designing courses for students who are “on the edge” rather than those “in the mainstream” so that every learner can have an opportunity to begin engaging with the curriculum at a point that is appropriate for their level
- Ensuring that scaffolding is in place at the appropriate proximal zone of development to prepare students to learn at higher levels
- Ensuring that appropriate formative and summative assessments are used so teachers can have clear data on where students are in relation to their learning targets.
Things I learn
- Massive Open Online Courses (MOOCs), such as Udacity, edX, and Coursera. MOOC students probably need to be highly motivated given that most MOOCs lack teacher-led support.
- The most important quality that an online teacher can have is the growth mindset of a lifelong learner.
- The virtual teacher wears many hats: homeroom teacher, technical support, content expert, counselor, curriculum designer, attendance clerk, event planner, and more.
- Reluctance may come from students as Students see it sort of violating that unspoken contract in the classroom which is I'm gonna sit here and I won't bother you if you stand up there and talk and don't bother me.
- The flipped classroom. A lot of people think of it as a technology but it's not. It's a pedagogy, which is a way of teaching.
- The instructor faces a shift from being a content provider to a content facilitator. The instructor becomes more of a facilitator than a provider of direct instruction.
- learning management systems: Blackboard, Canvas, Moodle, and Schoology. An LMS may also be referred to as a course management system (CMS), education management system (EMS), or virtual learning environment (VLE).
- Common platforms for synchronous live sessions include Zoom, Adobe Connect, and Blackboard Collaborate.
- Chat:Google Chat or Microsoft Teams
- VOIP/Phone: Google Voice or Skype
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Common Virtual Schooling Methods
Source: https://www.coursera.org/learn/virtual-school/supplement/vRoLy/virtual-programs-and-organizations
There are five major categories of K-12 virtual schools: state virtual schools; multi-district full-time schools; single-district programs; consortium programs; and programs run by postsecondary institutions. These schools can offer one or more of the methods below:
- Public Virtual School: This is a full time, online, diploma-granting educational institution offering a comprehensive course catalog aligned with state standards, where students are taught directly by state-credentialed and highly qualified instructors. The school uses a combination of synchronous and asynchronous instructional techniques. There is no tuition as it is a public school, but there can be age and geographic restrictions on enrollment. Students must participate in mandated state tests.
- Private Virtual School: This type of school offers full-time or part-time enrollment depending upon the needs of the student. It is tuition-based. Courses are often supported by highly qualified, certificated teachers who are trained and passionate about helping students succeed. Because it is a private school, students are freed from the traditional school calendar and can work throughout the year.
- Local school or district program: Many local public schools offer full-time and part-time virtual courses.
- Supplemental virtual programs: This kind of program offers one course at a time and is generally used for course completion, retaking a class for a better grade, recovering credit at the high school level, or taking advantage of a class that is not offered in the regular or home-school setting. These are not diploma-granting programs and can be hosted by private companies, school districts, and state education departments.
- Hybrid or blended education:This is a combination of virtual and site-based learning. At the high school level, students can combine the power of taking a virtual class online and “going to school” for other classes. At the elementary level, some virtual schools are offering a “community day,” which features a classroom setting overseen by a certified teacher who goes over academic content, problem-solving skills, group collaboration activities, and socialization. Parents love it as it allows them to have some free time.
Higher education online courses are now commonly found at community colleges, state universities, and private universities, many of which are accredited. Some institutions offer completely online degree programs while others allow students to include online courses as a part of their regular (mostly onsite) curriculum. Some college students attending a four-year university take additional courses online through other schools either to save money, complete prerequisites, or to accelerate their programs. Other students work full time, take care of children, or have other obligations, which make online schools very attractive because of the greater scheduling flexibility they afford.
General Needs of the Online Student
The learning style and needs of a kindergartener are different from those of a middle school student, which are in turn different from those of a nineteen-year-old student or an adult in his thirties going back to school while trying to earn a living. Below are several specific needs of students who take online courses, but keep in mind that not all students have all these needs.
- Access to education (in general):
- Course offerings (Advanced placement, college prep, language courses, career skill preparation)
- Flexibility in time, place, and pace:
- Students may be actors or athletes who need a non-traditional schedule
- Students may be taking care of children or working during the day
- Instructional methods that are appropriate for individual students’ learning styles (which may not be accommodated in traditional classrooms)
- A curriculum that addresses multiple intelligences
- Learning environments that align with students’ personality types
- Safe learning environments (which may not be available at a local school)
- Courses that are not overcrowded
- Education that is learner-focused
- Validation, acknowledgment, and appreciation of adult learners’ prior knowledge and experience
- Programs customized for K–12 students’ individual needs and circumstances
Virtual schooling options address many of these needs. Some organizations offer several different programs in order to be able to address different sets of needs. Virtual schools that are run as public charter schools must adhere to their state or charter regulations while offering free virtual programs for students. Private schools can provide more flexibility—but at a cost
Current Models of Virtual Education
source: https://www.coursera.org/learn/virtual-school/supplement/lrAdI/current-models-of-virtual-education
- Insight Schools
- The Village High School, Academy District 20 (Colorado)
- Crossroads FLEX High School (North Carolina)
- Pearson Online and Blended Learning’s Connections Academy schools (across the United States and international)
- K-12 Inc.
- Compass Charter Schools (California)
- Rural Virtual Academy (Wisconsin)
- Florida Virtual Schools
- Tuition-Free Online Public Schools;
- Tuition-Free Online Private Schools;
- Tuition-Free Online individual Courses;
If you're not already a part of LinkedIn, create an account. LinkedIn is a professional networking platform where you can join groups, follow schools, or keep track of educational companies such as eLearning and the Aurora Institute as you view updates and connect with like-minded professionals.
Merlot is a free and open online repository of resources designed primarily for faculty, staff, and students in higher education from around the world to share their learning materials and pedagogy. Edutopia is also a helpful resource sponsored by the Lucas Foundation, with information about K-12 teaching and learning strategies.
Source: https://www.coursera.org/learn/virtual-school/supplement/CEeux/continue-your-learning
Trends and Forecasts
While online learning doesn’t necessarily work for everyone, it’s a great option and “fit” for many. A number of the students and teachers who had their first online learning experience during the pandemic found a great fit and continued. Many found ways to incorporate online methods of individualization (like students recording homework submissions or teachers making instructional recordings) into personalized lessons. As students continue to have needs for flexible, learner-centered schooling options, we can expect continued growth in K-12 and higher education virtual instruction in the future.
Almost 75 percent of respondents to the 2019 Pearson Global Learner Survey indicated that they believe primary and secondary students are more likely to be attending school virtually than in a traditional classroom within 10 years—a timeline that may have been accelerated by COVID-19. Check out the Pearson page for News and Research to view the most current global trends and research on the future of education.
Policy
As virtual instruction becomes more ubiquitous and respected, there will be more research conducted and new educational policies developed in connection with this form of education. Because the trends and forecasts presented in this module are likely to become quickly outdated, you can bookmark the Digital Learning Collaborative website and review current publications on policy for information that is most up-to-date at the time you are taking this course. The Aurora-Institute is also an excellent source of information about trends and developments in U.S. K-12 policy.
Data
The Bay View Analytics’ Online Learning Survey site is another resource to bookmark. On this site, you can review the most recent reports on K-12 and higher education findings. At The National Center for Education Statistics you can find “Fast Facts” on distance learning participation in the United States. The Online Learning Consortium Survey Reports also provide the latest information.
MOOCs
Massive Open Online Courses (MOOCs) have garnered considerable attention in post-secondary education as courses from organizations such as Udacity, edX, and Coursera have attracted tens of thousands of students. Colleges and universities have created MOOCs and MOOC-sponsoring organizations, and in some cases turned to MOOCs as an alternative to traditional educational remediation. MOOCs allow students of all ages to take courses from well-known universities at little or no cost without needing to be fully enrolled.
MOOCs are not nearly as prevalent in K-12 education as in higher education, but the attention they have received has not escaped the notice of K-12 educators and policymakers. For example, Michigan Virtual University (MVU) has worked with Kent State University to pilot a MOOC for K-12 students.
MOOCs could be a vehicle by which students can gain access to courses that are currently unavailable to them. MOOC students probably need to be highly motivated given that most MOOCs lack teacher-led support. Students’ local schools could also provide some support. Aside from advanced placement (AP) and other courses that have independent final exams, students potentially have a way to learn online and consequently take courses that they wouldn’t have considered taking otherwise. In the world of higher education, MOOCs could significantly affect the overall cost of higher education.
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