Online, Blended and Distance Education in Schools - Perspectives on Policy and Practice

Provides students enrolled in Education Technology and Masters and PhD programmes with expert opinions and insights on the practice and policy regarding K-12 distance, online and blended programmes, including curriculum, instruction, technology and management aspects. It describes the status and trends of the field, provides illustrative programme examples, explores the issues and challenges that programmes face and highlights ongoing research in key areas related to programme effectiveness.

List of contents

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

About the author

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

Product details

• Authors: Tom (EDT)/ Barbour Clark
• Assisted by: Michael Barbour (Editor), Michael K. Barbour (Editor), Tom Clark (Editor)
• Publisher: Stylus Publishing
• Languages: English
• Product format: Hardback
• Released: 30.06.2013
• EAN: 9781620361634
• ISBN: 978-1-62036-163-4
• No. of pages: 240
• Series: Online Learning and Distance E; Online Learning & Distance Education; Online Learning and Distance E
• Subject: Humanities, art, music > Education > School education, didactics, methodology