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Tracing International Differences in Online Learning Development: An Examination of Government Policies in New Zealand PROCEEDINGS

, International Association for K-12 Online Learning, United States ; , Wayne State University, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.

Citation

Powell, A. & Barbour, M. (2012). Tracing International Differences in Online Learning Development: An Examination of Government Policies in New Zealand. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 783-790). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2018 from .