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Perspectives on E-Learning: Development and Challenges of K-12 Online Learning PROCEEDINGS

, Wayne State University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Distance education has been around for well over a century. Unknown to many, educators in the K-12 environment have been using distance education for almost as long. The same is true of e-learning, as K-12 educators have been utilizing e-learning for almost as long as educators in the post-secondary environment. The organization of these e-learning opportunities into virtual or cyber schools began around the mid-1990s in North America. However, the literature and research in K-12 e-learning or K-12 online learning has not kept pace. Primarily focused on practitioner reports or addressing the concerns about the ability of online learning to provide the same quality of education (Cavanaugh, Barbour & Clark, 2009), the amount of data-driven research into the design and delivery – as well as how best to support – K-12 online learning has been lacking. This paper focuses on the development of these K-12 online learning programs and discusses some of the challenges faced by researchers.

Citation

Barbour, M. (2010). Perspectives on E-Learning: Development and Challenges of K-12 Online Learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 310-315). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from .

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Cited By

  1. The Relationship between Online K-12 Teacher-Student Instructional Interaction and Student Achievement

    Tina Chargois, University of Louisiana at Lafayette, United States

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