Online Learning Trends: Views from the field Bruce Friend NACOL John Watson Evergreen Consulting.

Online Learning Trends:Views from the field

Bruce FriendNACOL

John WatsonEvergreen Consulting

Agenda

Introductions

Trends NACOL needs assessment findings State audits and responses

Q&A: your key issues

K-12 Online Learning Trends

• Virtual Schools are offering more than just for-credit courses (test preparation, remediation, professional development, blended learning options)

• Corporate positioning in the marketplace in the areas of technology and online content

• State policies that encourage online learning, while also addressing accountability

• Development of online content repositories; shared content

Needs Assessment Service

Survey of 2750 counselors, administrators, and district leadership in eight states (DE, FL, GA, KY, MS, NM, SC, TN)

Purpose of Needs Assessment: Provide the “customers” of the state-led virtual schools a forum for voicing what

they feel are the most needed courses and services that should be offered in an online environment

Assist the virtual schools with prioritizing their offerings Identify common points of need across the region which may result in

collaboration and cost savings between online programs

Sampling of Results

Using Online Learning for School Improvement

In seven of the eight states, over 50% of the responses stated that the use of online learning opportunities was part of their overall school/district improvement plan; with most of the responses stating that online learning is a very important part of their overall improvement plan.

Sampling of Results

Current Usage of Online Learning

The use of online courses and services is strong and continues to grow across the region. Of the 2750 responses received, nearly 70% responded that students in their schools already participate in online learning opportunities.

Using online courses for credit recovery and for first-time credit acquisition are the two most common usages of online learning.

The state-led virtual school is the primary provider used for online learning opportunities in four of the eight states.

Sampling of Results

Current Usage of Online Learning

In each of the eight states, there appears to be some limitations placed on the number of online courses that student may enroll in; however, it should be noted that the percentage of responses that stated such limits exist is no more than 30% in any one state.

Commonly mentioned limits include: Limiting students to the number online credits that they may earn in a given

school year (with two credits being a common number from those who place such limits)

Limiting students to online courses only if the course is not available at their traditional school

Sampling of Results

Current Usage of Online Learning

While there was some level of participation across all of the various reasons that respondents could choose from, the more common student populations currently taking online courses include:

Students who desire online course to fulfill graduation requirements Students who were unsuccessful in traditional classroom environments Students who are having scheduling conflicts Students who want courses not currently offered at their school

The reasons identified as to why some students to not partake of online learning opportunities varies across the region. A lack of awareness that online learning opportunities exist as well as funding issues are the two consistently given reasons.

Sampling of Results

Level of Need for Online Courses

Algebra I and AP Calculus were identified as the most needed online math courses.

Biology, AP Biology, and Physical Science were the three online science courses identified as the most needed.

English I was identified as most needed online language course. AP US History and Economics were identified as the most needed online

social studies courses. Spanish I was overwhelming identified as most needed online world

language course.

Sampling of Results

Level of Need for Online Services

The demand for credit recovery courses was strong with Algebra I identified as the course in which an online credit recovery opportunity was needed most.

The demand for online remediation (non-credit) opportunities was very strong

The need for online end-of-course test preparation was quite strong across the region, with science, math, and English identified as the curriculum areas in which online end-of-course test prep is needed the most.

There were many requests to have access to online courses focused on serving the ESL population.

There was a strong desire to have blended learning options made available by the virtual school

Sampling of Results

Level of Need for Professional Development

There was a great deal of interest expressed in having online professional development delivered through the virtual school to be made available to all teachers in the state.

The most commonly identified topics for online professional development include:

Teaching with technology toolsAssessment strategiesClassroom managementReading strategiesWorking with ESL studentsContent specific training

“Nobody anticipated this…”—Commissioner of Education

A different view…

In response…

Members

Colorado Association of School Boards

Full-time online charter school

State-funded supplemental online

program

University of Colorado Law School

First principles

Public education should include a variety of high quality options

Don’t stifle innovation; continuous evaluation

Teachers are an integral part of online learning

Parental involvement should be encouraged

First principles

Some policies don’t fit; new policy should address these inconsistencies

OLL should not be subject to state education policies that impose barriers of time and place

Resources to support online programs must be sufficient…

Key element: public input

Two public hearings: both exceeded expectations Extensive written comments Comments made a difference

“This is our best option;

don’t take it away”

Extensive recommendations

Create an online division within CDE

Require certification of multi-district online providers based on capacity

CDE create online quality standards

Require annual program reporting

Reform funding of online students

Fund a state-led supplemental online program

Address use of physical facilities by online programs

Next step: recommendations to law

SB 215 implements almost all of the Commission’s recommendations

HB 1066 funds a state supplemental online program

Outstanding issues

Funding Learning centers Other black swans?

Online Learning Trends:Views from the field

Q&A