The Disconnect Between Policy and Research: Examining the Research into Full-Time K-12 Online Learning PROCEEDINGS
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 concludes that despite considerable enthusiasm for full-time virtual education in some quarters, there is little high quality research to support the practice or call for expanding this form of virtual schools.
Barbour, M. (2015). The Disconnect Between Policy and Research: Examining the Research into 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. 1438-1445). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2018 from https://www.learntechlib.org/primary/p/150583/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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Revising the iNACOL Quality Standards for Online Education: Considerations for Students with Disabilities
Mary Rice, Jesse Pace & Daryl Mellard, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 700–708
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