Innovative Public Education or Glorified Homeschooling: Funding Full-Time K-12 Online Learning
Michael Barbour, Sacred Heart University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
While there has been some improvement in what is known about supplemental K-12 online learning, there continues to be a lack of evidence to guide the practice of full-time K-12 online learning. This paper examines the literature and research into the funding of full-time K-12 online learning programs. As one of the few areas where a reasonable body of literature exists, and where both progress and neo-liberal groups have reach relative agreement. It concludes that full-time K-12 online learning costs less than traditional brick-and-mortar, and that policymakers should consider the nature of instruction when determining funding for full-time K-12 online learning programs.
Barbour, M. (2015). Innovative Public Education or Glorified Homeschooling: Funding Full-Time K-12 Online Learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1435-1437). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/150582/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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