At the same time, there are some key differences internationally (e.g., the prevalence of legacy forms of distance education, a lack of online learning below the secondary level, and blended learning being seen as a form of technology integration). There are several areas where the international practice is consistent with what we know about the United States (e.g., similar evolutions, early initiatives were government-funded, many of the labels are similar). However, online and blended learning is occurring in meaningful ways to address specific K-12 student needs all around the globe. It surrounds us in the media and published research. Many involved with the practice or study of K-12 online and blended learning are familiar with the American context. This study could also be replicated with other widely accepted standards to help strengthen or revise expert results.
phrasing, type of question asked) while others were not.
Future research should consider why certain elements were successful (i.e. While the overall results of the revised rubric did not meet the reliability threshold for percentages, specific elements did. Four groups of two reviewers used the revised rubric to test the inter-rater reliability. This revised rubric was field tested against current K-12 online courses in phase three. The end result was a revised rubric based off the original iNACOL standards. Viewing the standards through the specific lens of K-12 online course design, the experts combined, revised, deleted, or kept individual elements.
Phase two consisted of an expert panel review of the standards, along with phase one suggestions, over three rounds. Results of phase one showed that the iNACOL standards did match up to current literature. The redesign was completed in three distinct phases, beginning with a literature review of the iNACOL standards that compared current K-12, higher education, and other related literature to each element found in the standards to test for content validity. The research presented created a revised K-12 online course design rubric based off the iNACOL National Standards for Quality Online Courses. This chapter examines the current state of research into K–12 online and blended learning, and how much of this enthusiasm from proponents and their legislative allies often runs contrary to what is actually known from the existing but limited research base. However, expansion of K–12 online and blended learning options continues to outpace the availability of useful research on the efficacy of this method. Many of these changes have been spurred by proponent claims that K–12 online and blended learning will revolutionize education by allowing students to personalize or customize their education, which they also believe provides a more meaningful, higher quality learning experience.
Over the past decade, there have been successive legislative and regulatory changes in jurisdiction after jurisdiction designed to encourage this growth in K–12 online and blended learning. Regardless of whether a student is enrolled in a brick-and-mortar school and taking one or two courses online, or if they are completing all of their education from a cyber school, more and more students are enrolled in online and blended learning opportunities each school year. The field of K–12 online and blended learning is varied and growing.
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