Online learning The overall number of K-12 students engaged in online courses in , is estimated at 700,000.

Sloan Foundation Study It is one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The distinction between fully online and blended learning This study also notes that a number of states including Florida and Michigan have established very progressive school reform policies with regard to K-12 online learning.

K-12 schools offer online courses 63.1% had one or more students enrolled in a fully online or blended course. 57.9% had one or more students enrolled in a fully online course. 32.4% had one or more students enrolled in a blended course.

Online enrollments growing Over 60% of school districts with students enrolled in online courses anticipate their online enrollments will grow. Over the next two years districts predict online enrollments will increase by 19% and blended enrollments by 23%.

Meeting needs of students those who need extra help those who want to take more advanced courses those whose districts do not have enough teachers to offer certain subjects + Meeting new state standards (MI and FL)

Engaging the Online Learner Rita-Marie Conrad and J. Ana Donaldson, 2004

Learner interaction is the key for an effective online course  (Draves, 2000), Pallof and Pratt (1999,2001), Kearsley (2000) and more Interaction and collaboration are not intuitive to many adult learners

Key elements Students establish their own learning goals Working in groups Exploring appropriate resources to answer meaningful questions Multidisciplinary and authentic tasks with connections to the real world Assessment that is ongoing and performance- based Products – shared beyond the classroom for input

External learning conditions Gagne and Driscoll (1988) Engaged learning = cognitive and affective learner connection with methodology Describe and demonstrate the strategy Provide numerous opportunities  Communication and demonstration Expectation of success Informative feedback provided Opportunities for Self-Assessment Safe student-centered learning environment

Interaction and collaboration is not intuitive Phases of Engagement  Newcomer (Instructor needs to be the social negotiator)  Cooperator (structural engineer forming dyads of learners and reflective and thinking activities)  Collaborator (facilitator – activities for small groups to reflect and solve)  Initiator/partner (Community member/challenger)

Adapting Classroom-based activities for the online course 1. Scruntinize – matches a learning objective?  Application, analysis, synthesis, evaluation 2, How appropriate is it for engaged online environment?  Help learners use the online tools?  Assist in the social process?  Type of interaction or collaboration occurs?  Reflection required?  Solve a particular problem?

Continued.. 3. Which phase of engagement does this fall into? newcomer…..collaborator

A Few Tips Allow adequate time for the activity  Online communication takes longer  Discussion boards need at least a week  Team projects need 6 weeks or more  Too many activities in one week? Build comfort with an ungraded assignment leading to the graded one