The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education
Journal of Education Volume 193, Number 2, ISSN 0022-0574
This article examines the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational system to one that makes use of both virtual and blended environments. The authors call for enhanced emphasis on instructional goals and design principles, rather than available technology. They conclude that educational leaders and researchers must play a role in three areas: using technology to enhance the accessibility and usability of curricular materials to meet the needs of different types of learners, advancing the understanding and practices of in-service and pre-service teachers through preparation for online learning, and fostering collaboration between educational researchers and technology innovators and developers to build a research base to inform K-12 online education.
Basham, J.D., Smith, S.J., Greer, D.L. & Marino, M.T. (2013). The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education. Journal of Education, 193(2), 51-59.
Cited ByView References & Citations Map
Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning
Michael W. Connell, Sam Catherine Johnston, Tracey E. Hall & William Stahl, CAST, Inc., United States
Journal of Online Learning Research Vol. 3, No. 1 (May 2017) pp. 31–54
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