44 Success Factors
K-12 Distance Learning
With the emphasis on scientifically-based research and the call for evidence-based program decisions in the federal No Child Left Behind Act of 2001, detailed knowledge is needed to guide the growing numbers of cyber/online/virtual school developers and educators. The explosion in virtual schools, especially virtual charter schools in the United States, has necessitated a fresh look at the knowledge base. The need is for research that guides practitioners in refining practice so the most effective methods are used. Although technology-enabled distance education for pre-college students is nearing its century mark, comparatively little research has been published that can serve to guide instructors, planners, or developers. The temptation may be to attempt to apply or adapt findings from studies of K-12 classroom learning or on adult distance learning, but K-12 distance education is fundamentally unique.
Distance Learning Success Factors
Virtual Schools and K-12 Distance Learning Research References
K12 Distance Learning Organizations
||Cavanaugh, C., Ed. 2004. Development and Management of Virtual Schools: Issues and Trends . Hershey, PA: Idea Group Publishing.
Virtual schools are a result of widespread changes in knowledge about learning, in available technology and in society. Virtual schooling is growing in popularity and will continue to attract students because of the benefits it offers over traditional schooling. Stakeholders in virtual schools need information to guide their decisions. For the foreseeable future, virtual schools will continue to meet diverse student needs, and to evolve in response to further change. Development and Management of Virtual Schools: Issues and Trends brings together knowledge of virtual schools as a reference for scholars and other groups involved in virtual schools. The chapters review best practice from concept and development, through implementation and evaluation. Available from Amazon.com