Virtual Learning Reports

There are a couple of new reports out on the topic of online learning in the K-12 arena. The first is titled, Learning Virtually: Expanding Opportunities. This is a report authored by the State Educational Technology Directors Association (SETDA), a non-profit, educational association for state technology directors. A few interesting tidbits detailed in this report include:

• Virtual learning is not a "silver bullet" or a "one-size-fits-all" solution.
  
• Currently, 44 states have virtual learning programs. This includes Michigan and Florida.
• 57% of public secondary schools provided access to students for online learning.
• 19% of school districts paid for a computer for all students and another 10% of
  districts provided a computer for some students.
• The Virtual High School (VHS) Advanced Placement research shows that on
  average students perform equally well or better in online learning.
  

The second report, Going Virtual! Unique Needs and Challenges of K-12 Teachers is the second phase of a three-part study series. A research team from Boise State University, led by Kerry Rice, with additional support from the North American Council for Online Learning (NACOL), is behind this initiative. Here are a few of the research findings:

• The overall workforce in online education consists of relatively experienced teachers. Fifty‐five percent of teachers have between six to fifteen years of total teaching experience, with 18% reporting 16 or more years of teaching experience.
• 72% have participated in ongoing training sessions in online teaching.
• Professional development needs rated as very important (rating of 4 on scale of 1‐4) included use of communication technologies (74%), time management strategies (62%), risks of academic dishonesty to learners (60%), and student internet safety (60%).
• Challenges expressed by participants included time management (n = 71), students taking responsibility for learning (n = 61), communication (n = 54), and their ability to learn and use technologies (n = 54).

In other virtual learning news this week, Inside Higher Ed is reporting that online courses are popular with students. However, administrators are finding that the more "traditional" models - ones sometimes used for correspondence courses completed by mail - are inadequate. For example, one instructor at the University of Iowa taught eight online courses and two face-to-face courses last year. His bonus for taking on this additional load was $120,000! This was on top of his salary. What are some alternative options? Wallace Loh, a provost at Iowa, mentions two: either support the faculty with pay/time/tech resources or create a centralized course creation department (in other words, become a course factory similar to the U. of Phoenix model).

Despite the financial rewards for teaching online courses at some institutions, there are administrators who find it difficult to recruit faculty to teach. Some faculty argue that teaching an online course takes more time and a different skill-set than preparing for one that takes place in the physical classroom. While these represent just a few of the challenges faced by administrators and faculty, in the end, both sides argue that they want faculty to be treated fairly.