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K-12 Online Learning: A 2008 Follow-Up of the Survey of U.S. School District Administrators

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Title: K-12 Online Learning: A 2008 Follow-Up of the Survey of U.S. School District Administrators
Language: English
Authors: Picciano, Anthony G., Seaman, Jeff, Sloan Consortium
Source: Sloan Consortium (NJ1). 2009.
Availability: Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. Tel: 781-583-7561; Fax: 888-898-6209; e-mail: info@sloanconsortium.org; Web site: http://sloanconsortium.org
Peer Reviewed: N
Page Count: 37
Publication Date: 2009
Document Type: Numerical/Quantitative Data
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Electronic Learning, Blended Learning, Elementary Secondary Education, Online Courses, School Districts, Barriers, School Surveys, Followup Studies, Administrator Attitudes, Replication (Evaluation), Change Strategies, Educational Change, Distance Education, Asynchronous Communication, Virtual Classrooms, Public Schools, Mail Surveys, Educational Assessment, Educational Indicators, Educational Development, Educational Technology, Technology Integration, Technology Uses in Education
ISBN: 978-1-934505-08-3
Abstract: The literature and research 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. Much of this literature focuses specifically on postsecondary education. With almost 4 million students or 22 percent of the higher education population presently enrolled in fully online courses, it would be appropriate to consider that online instruction is maturing in postsecondary education. However, the same cannot be said about online learning in primary and secondary education where online instruction is still considered to be in its nascent stages. There is also a growing need to examine issues related to online instruction in K-12 schools in order to inform policymakers at federal, state, and local governing agencies who are considering how to use this technology to expand and maybe to improve instruction. Several major state-level policy initiatives (e.g., Michigan, Alabama) have recently been undertaken that require much greater use of online instruction in K-12 schools. In 2007, the Sloan Consortium issued a report on the extent and nature of online learning in K-12 schools. Entitled, "K-12 Online Learning: A Survey of U.S. School District Administrators", this report was welcomed by professional organizations and the popular media interested in the use of online technology for instruction in the public schools. The report, which will be referred to as the "original study" throughout this report, was one of the first to collect data on and to compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. It was based on a national survey of school district administrators during the 2005-2006 academic year. The purpose of this current study was to replicate the original study in order to substantiate its findings and to examine what if any changes occurred in online learning in K-12 school districts. The current study was conducted two years later and was based on a national survey of school district administrators during the 2007-2008 academic year. [For the original report, "K-12 Online Learning: A Survey of U.S. School District Administrators", see ED530103.]
Abstractor: As Provided
Number of References: 13
EIS Cited: ED547990, ED556232, ED553644, ED555633
Entry Date: 2012
Accession Number: ED530104
Database: ERIC
FullText Text:
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  Data: Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. Tel: 781-583-7561; Fax: 888-898-6209; e-mail: info@sloanconsortium.org; Web site: http://sloanconsortium.org
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  Data: The literature and research 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. Much of this literature focuses specifically on postsecondary education. With almost 4 million students or 22 percent of the higher education population presently enrolled in fully online courses, it would be appropriate to consider that online instruction is maturing in postsecondary education. However, the same cannot be said about online learning in primary and secondary education where online instruction is still considered to be in its nascent stages. There is also a growing need to examine issues related to online instruction in K-12 schools in order to inform policymakers at federal, state, and local governing agencies who are considering how to use this technology to expand and maybe to improve instruction. Several major state-level policy initiatives (e.g., Michigan, Alabama) have recently been undertaken that require much greater use of online instruction in K-12 schools. In 2007, the Sloan Consortium issued a report on the extent and nature of online learning in K-12 schools. Entitled, "K-12 Online Learning: A Survey of U.S. School District Administrators", this report was welcomed by professional organizations and the popular media interested in the use of online technology for instruction in the public schools. The report, which will be referred to as the "original study" throughout this report, was one of the first to collect data on and to compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. It was based on a national survey of school district administrators during the 2005-2006 academic year. The purpose of this current study was to replicate the original study in order to substantiate its findings and to examine what if any changes occurred in online learning in K-12 school districts. The current study was conducted two years later and was based on a national survey of school district administrators during the 2007-2008 academic year. [For the original report, "K-12 Online Learning: A Survey of U.S. School District Administrators", see ED530103.]
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: School Surveys
        Type: general
      – SubjectFull: Followup Studies
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Replication (Evaluation)
        Type: general
      – SubjectFull: Change Strategies
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Virtual Classrooms
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Mail Surveys
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Educational Indicators
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        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
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      – TitleFull: K-12 Online Learning: A 2008 Follow-Up of the Survey of U.S. School District Administrators
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