Designing Effective Online Instruction for K-12

Designing Effective Online Instruction for K-12Sheri GlewWalden University

1Design standards for K-12 online learningWhat is the most effective use of technology for teaching K-5 students online?What design principles should be followed to support cognitive learning?What are the factors that most contribute to successful online learning for K12 students?

2Key PointsImportance of developing effective online material for K-12 studentsThere is a lack of research to guide teachers on best online teaching practicesFactors that influence student success are teacher readiness and student readiness for the online environmentResearch studies have provided basic design principles for online curricula

There have been no empirical studies done to determine best teaching practices

3Scope of Online Learning in K-12 Over 1 Million students are currently enrolled in some form of online learning in K-12 schoolsEvery state has some form of virtual school

4Studies Comparing Online Learning with Face to Face LearningOnline learning Versus classroom learningBoth achieve the same academic success

There have not been any empirical studies done to determine standards for professional development

Research has shown there is no difference in academic success between online learning and classroom learning

5Teacher and Student ReadinessGood teaching principles apply anywhereTeachers should understand the online tools and environmentCurrently there are no standards to prepare teachers for online instructionStudents should understand information and communication technology (ICT)

6Solution for Research Based Design PrinciplesDeliver concepts in small bitesCreate teacher and student communication opportunities Allow students to drive their time and interaction with materialDevelop reflection exercises for students

7Design Ideas Research has Proven FalseMany researchers have hypothesized that the addition of images, graphics, audio, video or some combination would enhance student learning and positively affect achievement

8Conclusion: Follow Standard Design PrinciplesFollow the instructional design principles which best match the pedagogy of the programEngage studentsCall on prior knowledgeProvide activity for learning and practiceProvide assessmentDevelop student reflection activity

9ReferencesCavanaugh, C., Gillan, K., Kromrey, J., Hess, M., Blomeyer, R., & North Central Regional EducationalLab., N. (2004). The Effects of Distance Education on K-12 Student outcomes: A Meta- Analysis. Learning Point Associates / North Central Regional Educational Laboratory (NCREL),Retrieved from ERIC database.Elizabeth A Davis,&Joseph S Krajcik.(2005). Designing educative curriculum: Materials to promoteteacher learning.Educational Researcher,34(3),3-14.Ferdig, R. E, Cavanaugh, C., DiPietro, M., Black, E.W., Dawson, K., (2009). Virtual schooling standardsand best practices for teacher education. Journal of Technology and Teacher Education, 17 (4),203-226.Kerry Lynn Rice. (2006). A comprehensive look at distance education in the K-12 context. Journal ofResearch on Technology in Education, 38(4), 425-448.Means, B, Toyama, Y, Murphy, R, Bakia, M, & Jones, K. U.S. Department of Education, Office ofPlanning, Evaluation, and Policy Development Policy and Program Studies Service . (2009).

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