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Special Issue on Supporting Students in K-12 Online and Blended Learning Environments
article

, George Mason University, United States ; , Flint Hill School, VA, United States ; , University of Arkansas, United States

Journal of Online Learning Research Volume 2, Number 4, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

K-12 online learning has grown dramatically the last decade. However, it is becoming increasingly clear that this growth has occurred despite course completion rates and standardized test scores that tend to be lower than those found in face-to-face classrooms (Freidhoff, 2015; Miron, Gulosino, & Horvitz, 2015; Woodworth et al., 2015). Although these comparisons can be an important metric when evaluating the overall performance of online courses, the results do not help to identify what specifically is not working in online learning. Ferdig, Cavanaugh, and Freidhoff (2015) challenged our field to move beyond simple comparisons of online or blended and face-to-face programs and to ask instead, “Under what conditions can K-12 online and blended learning work?” (p. 52). In fact, Rose, Smith, Johnson, and Glick (2015) asserted that with enough support any student can succeed in an online or blended environment. As a result, they argued that instead of asking “Will this student succeed?” we should ask “What do we need to have in place to ensure that this student will succeed?”

Citation

Borup, J., Hasler Waters, L. & Beck, D. (2016). Special Issue on Supporting Students in K-12 Online and Blended Learning Environments. Journal of Online Learning Research, 2(4), 327-331. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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