ethanporcaro/eric-fulltext-meta huggingface dataset:
State of the Nation: K-12 Online Learning in Canada
Author: Barbour, Michael K.
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Elementary Secondary Education,Distance Education,Online Courses,Foreign Countries,Educational Legislation,Educational Administration

The goal of the initial &quot;Snapshot State of the Nation: K-12 Online Learning in Canada&quot; report was to provide an overview of the state of K-12 online learning in Canada. This was accomplished through the use of short commentaries about the state of K-12 distance education for each province and territory, along with more developed case studies for three of the provinces that had very different provincial systems. The goal of this more complete &quot;State of the Nation: K-12 Online Learning in Canada&quot; report is to continue that examination of the K-12 distance education policies and activities in each of the provinces and territories. This was done by examining the legislation and regulations that govern K-12 distance education in each jurisdiction and describing the various programmes that provide those K-12 distance education opportunities. A list of questions is appended. (Contains a directory of online resources, and a bibliography.)
Research Committee Issues Brief: An Exploration of At-Risk Learners and Online Education
Author: Archambault, Leanna
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Educational Strategies,Program Descriptions,Elementary Secondary Education,Teaching Methods,Instructional Effectiveness,Academic Support Services,Educational Trends,Research Needs,School Surveys,Individualized Instruction,Vignettes,Charter Schools,English (Second Language),Coaching (Performance),At Risk Students

The purpose of this issues brief was to obtain a better understanding of how online programs are dealing with students who have been identified as at-risk. The first section, &quot;Strategies for Working with At-Risk Student Populations in Online Environments,&quot; documents a sampling of K-12 online programs currently working with at-risk student populations by examining the strategies these programs were implementing. The second section, &quot;Trends and Instructional Practices for Teaching At-Risk Students in Virtual Courses,&quot; surveyed online schools to determine the online delivery and design methods employed to assist at-risk students. The authors conclude this issues brief with specific recommendations for future research into the experience of at-risk learners in virtual school environments. (Contains 1 figure.)
A Parent's Guide to Choosing the Right Online Program. Promising Practices in Online Learning
Author: Watson, John
Date: 2010-02-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Elementary Secondary Education,Athletes,Learning Experience,Guides,Guidelines,Evaluation Criteria,Check Lists,Accreditation (Institutions),Governance,Curriculum,Social Environment,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Teaching Methods,Academic Support Services,School Effectiveness

Online learning continues to grow rapidly across the United States and the world, opening new learning opportunities for students and families. Informed estimates put the number of K-12 students in online courses at over 1 million, as parents and students are choosing online courses and schools for a variety of reasons that grow out of their individual needs. They may seek courses that otherwise would be unavailable at the local school; options to learn at the student's own pace; or accelerated coursework or a class to make up for lost credit. Students who have benefited from virtual schooling include those who have not had success in the traditional school setting, those who wish to learn in a manner that is individualized to their own learning style and pace, with medical conditions that make traditional schooling difficult, teen parents, student athletes, performers and children of military personnel who move frequently. In addition, some states now require an online learning experience as a condition for high school graduation, and even absent this requirement, online courses help prepare students for college and career. Most universities have embraced online learning and many employers use web-based technologies to teach workplace skills. With this growing interest from students and parents, the number of online learning providers continues to grow as well, ranging from state virtual schools, to online charter schools, to the student's district of residence. These options may be public or private, full-time or supplemental, fully online or a blend of online and classroom instruction, creating a potentially bewildering array of options from which students and parents can choose. This guide will assist parents in understanding what online learning is and in selecting the right online school, program or course. (Contains 8 footnotes and 1 figure.)
Management and Operations of Online Programs: Ensuring Quality and Accountability. Promising Practices in Online Learning
Author: Watson, John
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Curriculum Development,Quality Control,Accountability,Best Practices,Standards,Professional Development,Check Lists,Educational Resources,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Educational Strategies,Program Descriptions,Elementary Secondary Education,Teaching Methods,Instructional Effectiveness,School Effectiveness,Academic Support Services,Program Administration,School Administration,Teacher Supervision,Institutional Characteristics,Computer System Design,Technology Planning,Technical Support,Instructional Design

Online learning is growing rapidly as states and districts are creating new online schools, and existing programs are adding new courses and students. The growth reflects the spreading understanding that online courses and programs can serve a wide variety of students and needs. These include: (1) Creating opportunities for small and rural school districts to offer varied course subjects and highly qualified teachers to their students; (2) Allowing students to blend high school and post-secondary learning options; (3) Reducing class size; (4) Helping students recover credits in an alternative learning environment; (5) Providing individualized instruction and unique learning options; (6) Allowing students the opportunity to interact with students far beyond their school or town boundaries; and (7) Meeting the needs and expectations of today's millennial students. Many school leaders are excited about the possibilities of online learning. When they start an online school, however, they quickly confront all the challenges of managing a high-quality, successful online program: creating online courses; finding, hiring, and managing teachers; supporting students; managing technology; and evaluating their programs to determine if they are successful. Fortunately, many online schools have years of operating experience, have developed and revised formal operations and management structures, and provide examples of successful management. This paper explores emerging practices in online program management and operations that can be used by many people working with an online learning program, from executive-level school leaders to department managers to teachers trying to find ways to improve their effectiveness with online students. Although it does not address state or district policy issues, legislators and policymakers will find it useful to understand the varied approaches that online schools are embracing to ensure quality as they determine the best ways to create oversight while allowing innovation to meet the needs of students and schools. Appendices include: (1) Online Learning: The Opportunities It Can Provide; The Problems It Can Solve; and (2) Resources. (Contains 5 footnotes and 9 resources.)
Research Committee Issues Brief: Access and Equity in Online Classes and Virtual Schools
Author: Rose, Raymond M.
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Equal Education,Access to Education,Online Courses,Virtual Classrooms,Electronic Learning,Civil Rights Legislation,Access to Computers,Disadvantaged,Disabilities,Accessibility (for Disabled),Federal Legislation,Law Enforcement,Compliance (Legal),Legal Responsibility,Educational Discrimination,Data Collection

There are a variety of different approaches to providing virtual education and significant program differences. This Issues Brief describes a process all virtual education programs should undertake to help best ensure all students have access to the educational opportunities provided by the program. The focus of this Issues Brief is to &quot;increase the awareness of the importance&quot; to students, virtual school programs and the field of making online courses accessible to meet individuals' legal obligations. This Issues Brief references civil rights legislation in the United States, but the issues of access and equity are relevant to all online programs. There are a great many levels to the discussion of &quot;how&quot; to make online courses accessible, and this paper will illustrate some of the ways to ensure accessibility. Federal and State Mandates for Equal Educational Opportunity and Access is appended. (Contains 25 online resources.) [This paper was written with Robert L. Blomeyer.]
Goals, Guidelines, and Standards for Student Scientific Investigations
Author: Jona, Kemi
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Scientific Research,Investigations,Secondary School Science,High School Students,Virtual Classrooms,Laboratories,Computer Uses in Education,Guidelines,Curriculum Design,Curriculum Evaluation,Distance Education,Online Courses,Literature Reviews,Conventional Instruction

This publication is intended to provide a set of quality guidelines for developing and evaluating student scientific investigations and surrounding course content that are parts of courses (or other learning experiences) delivered online at a distance from the instructor and a traditional science classroom. To be inclusive of the range of approaches that are possible, the authors adopt the term "student scientific investigations" rather than "laboratory." The authors first review the relevant research literature describing the current state of traditional classroom labs and new developments in remote, online, and simulated labs. The remainder of the publication is divided into three major sections: (1) Guidelines for Student Scientific Investigations; (2) Learning Goals for Student Scientific Investigations; and (3) Curriculum Design and Integration Standards. Two appendices are included: (1) Integrated Lab Program Samples; and (2) Resources Cited by the National Resource Council in Support of all Goals. (Contains 1 footnote.) [This paper was written with Allison Powell.]
Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning
Author: Watson, John
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Student Needs,Advanced Students,Advanced Placement,Online Courses,At Risk Students,Educational Technology,Educational Opportunities,Asynchronous Communication,Distance Education,Student Diversity,Instructional Effectiveness,Individualized Instruction,Nontraditional Education,Surveys,Credits,Virtual Classrooms,Dropouts,Elementary Secondary Education,Technology Uses in Education,Repetition,Required Courses

Online learning programs are designed to expand high-quality educational opportunities and to meet the needs of diverse students. While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to meet individual student needs, according to a survey done by the National Center for Education Statistics. Today's online programs and schools offer a broad range of online courses and services to reach a variety of students, from struggling to gifted, who seek personalized pathways to learning opportunities. Many educators are finding that online and blended learning are effective ways to reach students who fail one or more courses, become disengaged, or who seek an alternative to traditional education. Some of the early online programs that initially focused on high-achieving students, such as the Kentucky Virtual High School, have expanded offerings, and are finding success with a much broader range of students. As online learning moves past the early adopter phase, the growth of online programs focused on at-risk students or credit recovery has redefined how educational technology can be used to address the needs of all students, from advanced students in search of Advanced Placement or dual-credit courses, to at-risk students trying to find the right instructional mix to it their learning styles. As online programs increasingly focus on at-risk students and credit recovery, educators are finding that reaching these students presents a specific set of issues that are explored in this paper. (Contains 12 footnotes.)
A Summary of Research on the Effectiveness of K-12 Online Learning
Author: Patrick, Susan
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Control Groups,Instructional Design,Elementary Secondary Education,Online Courses,Measures (Individuals),Program Effectiveness,Instructional Effectiveness,Educational Research

This paper examines the outcomes and descriptions of the existing studies on K-12 online learning effectiveness and provides a literature review. There are a number of rigorous studies that have examined the question, "Is online learning effective?" However, there is not a single, large-scale, national study comparing students taking online courses with traditional students, using control groups in the instructional design. The most in-depth, large-scale study to date is a meta-analysis and review of online learning studies from the U.S. Department of Education. This paper contains three sections: (1) a summary of the major study by the U.S. Department of Education, (2) a brief literature review of online learning research and studies, and (3) future research recommendations. The conclusion of the meta-analysis of these studies is that online learning offers promising, new models of education that are effective.
Fast Facts about Online Learning
Author: International Association for K-12 Online Learning
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Elementary Secondary Education,Online Courses,Educational Technology,Computer Uses in Education,Professional Associations,Virtual Classrooms,Educational Methods,Internet,Educational Change

The International Association for K-12 Online Learning (iNACOL) is a non-profit 501(c)(3) membership association based in the Washington, DC area with more than 2,900 members. This organization is unique in that the members represent a diverse cross-section of K-12 education from school districts, charter schools, state education  agencies, non-profit organizations, research institutions, corporate entities and other content & technology providers. iNACOL's mission is to ensure all students have access  to world-class education and quality online learning opportunities that prepare them for a lifetime for success. iNACOL facilitates advocacy, research, professional development and networking to expand the availability and enhance the quality of K-12 online learning. In the area of Research Trends and Statistics, the topics presenting fast facts in this report include: (1) K-12 Online Learning and Virtual Schools: Expanding Options; (2) Online learning in K-12 schools is growing explosively; (3) Research Reports "As Good or Better": Effective; (4) Today's Students; (5) Highlights from the National Center for Education Statistics at the U.S. Department of Education Issue Brief on Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten Through Twelfth Grade; and (6) High School Reform and Redesign.
Sorting through Online Learning Options: A Guide for Parents
Date: 2009-01-00
Type: Guides - Non-Classroom
Subjects: Electronic Learning,Elementary Secondary Education,Online Courses,Parents,Elementary School Students,Secondary School Students,Guidelines,Credits,Transfer Policy,Accreditation (Institutions),Teacher Qualifications,Teacher Student Relationship,Student Costs,Student Evaluation,Virtual Classrooms,Scheduling

It is estimated that there are over one million K-12 enrollments in online courses across the country. The number of online courses and providers continues to grow at a steady rate each year (a staggering 30% annually), providing scores of options for today's students. With all of the benefits that online learning provides to students and their families, many parents find themselves unsure of where to turn or even what questions to ask when sorting through the various online learning options. In an effort to assist parents with finding the right online program for their student, this paper offers a list of questions parents should use as a guide.
Online Teacher Support Programs: Mentoring and Coaching Models
Author: Wortmann, Karly
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: Mentors,Teacher Persistence,Beginning Teachers,Coaching (Performance),Interprofessional Relationship,Teacher Role,Models,Communities of Practice,Experienced Teachers,Beginning Teacher Induction,Inservice Teacher Education,Specialists,Principals,Teacher Supervision,Teacher Evaluation,Graduate Study,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Technical Support,Instructional Design,Best Practices,Educational Strategies,Program Descriptions,Elementary Secondary Education,Institutional Characteristics,Teaching Methods,Academic Support Services,Program Design,Social Networks,Vendors,Teaching Skills,Knowledge Base for Teaching,Master Teachers,Program Evaluation,Program Effectiveness,Professional Development,Distance Education,Blended Learning,Video Technology,Teleconferencing,Web Sites

This document describes the mentoring relationship from the perspectives of several virtual schools that have built mentoring programs to assist their new teachers. Each school's mentoring program is unique and has been designed specifically for the school's staff, size, and instructional approach. These schools have learned that a successful mentoring program is key in developing effective novice virtual school teachers and in supporting the continued growth of experienced virtual school teachers. Mentoring programs are still new to virtual schools, but they may also be a factor in teacher retention. In any case, an effective mentoring program will benefit the mentee through development of knowledge and skills, the mentor through development of leadership and communication capabilities, and the school through the sharing of ideas and expertise. (Contains 3 figures.)
Research Committee Issues Brief: Examining Communication and Interaction in Online Teaching
Author: Cavanaugh, Cathy
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Interaction,Teacher Effectiveness,Teacher Student Relationship,Communication Strategies,Educational Practices,School Surveys,Models,Foreign Countries,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Instructional Design,Distance Education,Blended Learning,Web Sites,Educational Strategies,Program Descriptions,Elementary Secondary Education,Institutional Characteristics,Teaching Methods,Computer Mediated Communication,Peer Relationship,Parent School Relationship,Synchronous Communication,Asynchronous Communication,Electronic Publishing,Internet,Educational Policy,School Policy,Program Administration

Online teaching is a complex professional practice. In addition to their content knowledge and pedagogical skill, online teachers must be qualified in methods of teaching the content online and have experience in online learning. This document examines some of the aspects of online teaching, specifically those related to communication and interaction. This examination draws guidance from the literature on quality online teaching, school policies regarding online teaching practices, and professional development programs for online teachers. An overview of policy and practice related to communication and interaction in teaching online is provided. Because each virtual school was established in unique educational climates and to address specific missions, the policies and practices vary widely around a central core of common practices. This document represents an initial description of policies and practices that were  developed to inform schools about the range. (Lists 5 school resources.)
Socialization in Online Programs. Promising Practices in Online Learning
Author: Watson, John
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Socialization,Online Courses,Social Development,Computer Mediated Communication,Interpersonal Relationship,Computer Uses in Education,Distance Education,Social Values,Friendship,Social Networks,Internet,Interpersonal Communication,Teacher Student Relationship,Peer Relationship,Teaching Methods,Extracurricular Activities,Learning Activities,School Safety

Researchers studying socialization in online learning note that definitions are quite broad, suggesting that "Socialization is about people being able to mingle and  establish connections on one or more levels. They speak[with] one another; share ideas and information and confirm the connections made through an agreed upon means." More broadly, and outside of the learning environment, sociologists define socialization as "the process by which, through contact with other human beings, one becomes a self-aware, knowledgeable human being, skilled in the ways of a given culture and environment." Often, the school is the "agency responsible for socializing groups of young people in particular skills and values in our society." How then can online schools provide the necessary pieces for students' social development and also demonstrate creative ways to enhance socialization by breaking down barriers of time and place? This paper explores the issues around socialization in online schools, and how online programs are addressing these issues. (Contains 14 footnotes.)