Abstract
The research literature on online learning has grown significantly in the past decade. Many studies have been published that examine the extent, nature, policies, learning outcomes, and other issues associated with online instruction. While much of this literature focuses specifically on postsecondary education with approximately three million students presently enrolled in fully online courses [1], not as much has been published about students enrolled in fully online and blended courses in primary and secondary schools. This is one of the first studies to collect data on and to compare fully online and blended learning in K–12 schools. The purpose of this study was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. Issues related to planning, operational difficulties, and online learning providers were also examined. This study does not necessarily answer all of the issues raised but hopefully will promote further discussion and study of them.
Highlights
On November 9, 2006, the Sloan Consortium issued its fourth annual report on the extent of online learning in American colleges and universities [1]
The purpose of this study was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies
Operational concerns, and online learning providers were examined
Summary
On November 9, 2006, the Sloan Consortium issued its fourth annual report on the extent of online learning in American colleges and universities [1]. Based on a national survey, this report provided information on student enrollments, operational concerns, and planning issues as seen through the eyes of chief academic officers. The report confidently estimates that 3 million students are registered for fully online courses in colleges and universities. The chief academic officers to whom the survey was sent reported that online learning was becoming a “critical” part of their long-term planning strategies. This was true especially for those in public colleges and universities where student access to an education is a critical part of their mission
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