DESIGNING EFFECTIVE ONLINE INSTRUCTION FOR K- 12 Sheri Glew
Walden University
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Design standards for K-12 online learning What is the most
effective use of technology for teaching K-5 students online? What
design principles should be followed to support cognitive learning?
What are the factors that most contribute to successful online
learning for K12 students?
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Key Points Importance of developing effective online material
for K-12 students There is a lack of research to guide teachers on
best online teaching practices Factors that influence student
success are teacher readiness and student readiness for the online
environment Research studies have provided basic design principles
for online curricula
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Scope of Online Learning in K-12 Over 1 Million students are
currently enrolled in some form of online learning in K-12 schools
Every state has some form of virtual school
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Studies Comparing Online Learning with Face to Face Learning
Online learning Versus classroom learning Both achieve the same
academic success There have not been any empirical studies done to
determine standards for professional development
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Teacher and Student Readiness Good teaching principles apply
anywhere Teachers should understand the online tools and
environment Currently there are no standards to prepare teachers
for online instruction Students should understand information and
communication technology (ICT)
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Solution for Research Based Design Principles Deliver concepts
in small bites Create teacher and student communication
opportunities Allow students to drive their time and interaction
with material Develop reflection exercises for students
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Design Ideas Research has Proven False Many researchers have
hypothesized that the addition of images, graphics, audio, video or
some combination would enhance student learning and positively
affect achievement
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Conclusion: Follow Standard Design Principles Follow the
instructional design principles which best match the pedagogy of
the program Engage students Call on prior knowledge Provide
activity for learning and practice Provide assessment Develop
student reflection activity
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References Cavanaugh, C., Gillan, K., Kromrey, J., Hess, M.,
Blomeyer, R., & North Central Regional EducationalLab., N.
(2004). The Effects of Distance Education on K-12 Student outcomes:
A Meta- Analysis. Learning Point Associates / North Central
Regional Educational Laboratory (NCREL),Retrieved from ERIC
database. Elizabeth A Davis, & Joseph S Krajcik. (2005).
Designing educative curriculum: Materials to promoteteacher
learning. Educational Researcher, 34(3), 3-14. Ferdig, R. E,
Cavanaugh, C., DiPietro, M., Black, E.W., Dawson, K., (2009).
Virtual schooling standardsand best practices for teacher
education. Journal of Technology and Teacher Education, 17
(4),203-226. Kerry Lynn Rice. (2006). A comprehensive look at
distance education in the K-12 context. Journal ofResearch on
Technology in Education, 38(4), 425-448. Means, B, Toyama, Y,
Murphy, R, Bakia, M, & Jones, K. U.S. Department of Education,
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