Research into the Design of K-12 Online Learning – Summary

Week 2 Part 2

     We have previously identified that the role of the teacher will change in online learning.  It is very different than the role of a teacher in a traditional classroom.  Davis (2007) and other researchers are responsible for the “Teacher Education Goes Into Virtual Schooling” (TEGIVS) project.  Davis’ responsibilities include the role of designer, teacher, and facilitator.  The Davis (2007) roles are much less defined than the Ferdig et al. (2009) online teacher roles which include eight responsibilities.  They are instructor designer, teacher, online facilitator, local key contact, mentor, technology coordinator, guidance counselor, and administrator.

     There was also some discussion in the article relating to learning styles.  Although research has been conducted on learning styles, it appears that it is not conclusive.  Online learning should be accessible to all students as discussed in a previous post.  I have attended several sessions on differentiated learning and as the reading indicates, it could be used to assist students with disabilities.  Some jurisdictions have adopted the National Standards for Quality Online Courses (INACOL) to use in the design of K-12 online programs.  I am reviewing these standards for an upcoming post.

Barbour, M. (2012). Research into the design of K-12 online learning. Retreived from
             http://virtualschoolmooc.wikispaces.com/design

 

Davis, N. E. (2007). Teacher's education goes into virtual schooling. A
             paper presented at the FIPSE Comprehensive Conference. Retrieved from

 http://ctlt.iastate.edu/~tegivs/TEGIVS/publications/VS%20Symposium2007.
             pdf

Ferdig, R., Cavanaugh, C., DiPietro, M., Black, E., & Dawson, K. (2009). Virtual
             schooling standards and best practices for teacher education. Journal of 
             Technology and Teacher Education, 17(4), 479-503.