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K–12 Online Learning: A Survey of U.S. School District Administrators

by kfife

Author Information

Author(s):

Anthony G. Picciano, Hunter College and Graduate Center of the City University of New York

Author(s):

Jeff Seaman, The Sloan Consortium and Olin and Babson Colleges

Volume and Issue Information

Volume:

11

Issue:

3

Month:

September

Year:

2007

The research literature on online learning has grown significantly in the past decade. Many studies have been published that examine the extent, nature, policies, learning outcomes, and other issues associated with online instruction. While much of this literature focuses specifically on postsecondary education with approximately three million students presently enrolled in fully online courses [1], not as much has been published about students enrolled in fully online and blended courses in primary and secondary schools. This is one of the first studies to collect data on and to compare fully online and blended learning in K–12 schools. The purpose of this study was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. Issues related to planning, operational difficulties, and online learning providers were also examined. This study does not necessarily answer all of the issues raised but hopefully will promote further discussion and study of them.

Find related content with this links:

• Kindergarten-12th Grade
• Volume 11:3 - September 2007
• Asynchronous Learning
• Distance Education
• Distance Learning
• K-12
• Online Learning
• Primary Education
• Secondary Education