K-20 Online Learning Research

Most research on online learning has been conducted at the higher education level, but it is beginning to be applied to the K-12 level, also. As electronic reports and research are published and called to the attention of SREB staff, they will be included here.

ALN Web Center	The Asynchronous Learning Networks is an online community of researchers and students of higher education asynchronous learning. Among its goals are to synthesize existing knowledge, invite contributions, discuss emerging issues and events, create new knowledge and share research methods, etc. Registration is required to access the site. http://www.alnresearch.org/index.jsp
Apex Learning	Apex Learning describes four case studies which illustrate how educators can use online learning to ensure equal access to high quality education. http://www.apexlearning.com/results/results_case.asp
Comparing Distance Education and Traditional Instruction	Comparing Distance Education and Traditional Instruction: An "In-progress" Meta-Analysis of the Empirical Literature: The research that is reported herein impinges upon the following basic question: Should respectable educational institutions continue to develop and market Internet and distance education learning opportunities without knowing whether they will be as effective as their classroom-based equivalents, or in the worse case, whether they will be effective at all? Based on longstanding instructional design thinking, it is not enough to develop a technologically-based course simply because the medium of delivery exists, and yet the reverse of this very thinking seems to prevail in the rush to get courses online. (Robert M. Bernard, Yiping Lou and Philip Abrami) http://naweb.unb.ca/proceedings/2002/Po2Bernard.htm
Distance Learning Guidelines	Advanced Distributed Learning offers What Works in Distance Learning, a collection of findings in the effectiveness of design and development strategies for Distance Learning (DL). http://www.adlnet.org/downloads/124.cfm
The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis (NCREL	This meta-analysis is a statistical review of 116 effect sizes from 14 webdelivered K–12 distance education programs studied between 1999 and 2004. The analysis shows that distance education can have the same effect on measures of student academic achievement when compared to traditional instruction. NCREL Oct 2004 http://www.ncrel.org/tech/distance/
E-Learning Synthesis (NCREL)	The key vocabulary offered here are included to help each user build a working knowledge of online learning that is understandable to and appropriate for K-20 educators and educational leaders--anywhere, anytime. http://www.ncrel.org/tech/elearn/system.htm
eTTnet	The main goal of the eTTnet project is to provide an important contribution to the professional development of European teachers and trainers in terms of the competencies needed to design and implement e-learning systems. Consult this site for good examples for practices in elearning, competencies for trainers, scenarios for trainers and indicators. http://www.ettnet.net/
Highly Interactive and Effective Online Learning Environments for Teacher Professional Development	Reports on a two-year study of an online program for teacher professional development, this survey data from 26 online students and in-depth case studies of four students, revealed five dimensions that contribute to effective online learning: relevant and challenging assignments; coordinated learning environments; adequate and timely feedback from instructors; rich environments for student-to-student interaction; and flexibility in teaching and learning. ERIC, 2001. http://www.searcheric.org/scripts/seget2.asp?db=ericdb&want=http://www.searcheric.org/ericdc/EJ629779.htm
Journal of Interactive Online Learning	The Journal of Interactive Online Learning focuses on providing a venue for manuscripts, critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives in regards to issues related to higher-level learning outcomes. The Journal of Interactive Online Learning is an online publication of the National Center for Online Learning Research, and a joint effort of The University of Alabama and The University of Idaho. http://www.ncolr.org/jiol/about.html
Keeping Pace with K-12 Online Learning A Review of State-Level Policy and Practice (2006)	Seven organizations that are leaders in online learning have joined together to publish the third annual Keeping Pace With K-12 Online Learning: A Review of State-Level Policy and Practice. Additional funding has been provided by the BellSouth Foundation and NACOL. This version has expanded review in all 50 states and focuses on two distinct areas: state-led online programs and state-level policies governing online education. http://www.nacol.org/docs/Keeping%20Pace%20with%20K-12%20Online%20Learning%202006.pdf
Keeping Pace with K-12 Online Learning--A Snap-shot of State Level Policy and Practice (NCREL)	In 2004, four leading education organizations joined together to publish Keeping Pace With K–12 Online Learning: A Snapshot of State-Level Policy and Practice. That report identified the growth of online education programs and discussed how online education practices are being developed in the absence of clear state-level guidance. This report builds on the original Keeping Pace and adds new research in three primary areas: Extending that original study of 11 states to all 50 states. Following the continuing trends and developments in the original 11 states. Exploring ways in which laws and policies may proactively shape online education NCREL, Oct, 2005 http://www.ncrel.org/tech/pace2/
Online Learning Communities Education Development Center (EDC)	Even before the inception of the World Wide Web, EDC had been building online communities and studying the characteristics of effective online communication and facilitation. Today, the Web and related technologies offer great potential for bringing practitioners together for online learning. They have found through their research and experience that the online environment must be carefully structured and tended in order to foster productive dialogue and learning. Links to several important studies they have done can be found here. http://main.edc.org/tours/onlinecomm.asp
Online Nation: Five Years of Growth in Online Learning	Online Nation: Five Years of Growth in Online Learning, a study done by the Sloan Consortium, is the fifth annual report on the state of online learning in U.S. higher education, based on responses from over 2,500 colleges and universities. http://www.sloan-c.org/publications/survey/index.asp
Prisoners of Time	The 1994 report from the National Education Commission on Time and Learning states that, "Learning in America is a prisoner of time. For the past 150 years, American public schools have held time constant and let learning vary." This reprinted edition from ECS (Education Commission of the States) offers a new introduction and updated examples of the creative and productive ways in which schools can use time. It is designed to refocus attention on the critical issue of using time as a resource for teaching and learning. (National Education Commission on Time and Learning, April 1994, Reprinted by ECS, October 2005). http://www.ecs.org/clearinghouse/64/52/6452.pdf
Sizing the Opportunity--The Quality and Extent of Online Education in the United States, 2002 and 2003	The 2003 Sloan Survey of Online Learning polled academic leaders and was weighted to allow for inferences about all degree-granting institutions open to the public. When asked to compare the online learning outcomes with those of face-to-face instruction, a majority said they are equal. Two out of every three also responded that online learning is critical to their long-term strategy. (Study can be downloaded for free.) Sloan Consortium, 2003. http://www.sloan-c.org/resources/sizing_opportunity.pdf
A Synthesis of New Research on K-12 Online Learning (NCREL)	This synthesis summarizes the latest in a series of research efforts sponsored by North Central Regional Educational Laboratory (NCREL) to answer questions about online learning and promote the growth of effective programs and practices. In late 2004, NCREL funded eight research studies on K–12 online learning. The studies were completed by July 2005. This synthesis is based on final research reports submitted to NCREL by the research teams. Nov 2005 http://www.ncrel.org/tech/synthesis/
Virtual Schools and E-Learning in K-12 Environments: Emerging Policy and Practice. Policy Issues (NCREL)	Recent growth in national attention directed toward online courses and virtual schools underscores the importance of e-learning policy and online learning practices. In response to these needs, this edition of "Policy Issues" aims to summarize the critical e-learning issues. Robert Blomeyer, NCREL, 2002. http://www.ncrel.org/policy/pubs/html/pivol11/apr2002.htm
Virtual Schools: Trends and Issues. A Study of Virtual Schools in the United States.	This report provides a summary and analysis of activities and trends of virtual schools (i.e., educational organizations that offer K-12 courses through Internet- or World Wide Web-based methods) across the United States. ERIC, Tom Clark, 2001. http://www.wested.org/online_pubs/virtualschools.pdf

For further information, please contact Bill Thomas, bill.thomas@sreb.org