Ferdig, R. E., Kennedy, K., Barbour, M. K., Archambault, L., Menchaca, M., Borup, J., Cavanaugh, C., & Drexler, W. (2015, March). Explorations and evolution within the handbook of research on K-12 online and blended learning. A panel presentation at annual conference for the Society for Information Technology and Teacher Education, Las Vegas, NV.

1. Explora(ons
and
Evalua(on
Within
the
Handbook
of
Research
on
K-­‐12
Online
and
Blended
Learning
Rick
Ferdig,
Kent
State
University
Kathryn
Kennedy,
Michigan
Virtual
University
Michael
K.
Barbour,
Sacred
Heart
University
Leanna
Archambault,
Arizona
State
University
Jered
Borup,
George
Mason
University
Mike
Menchaca,
University
of
Hawaii
Cathy
Cavanaugh,
Microso=
Wendy
Drexler,
ISTE

3. • Introduc(on
&
brief
overview
of
Handbook
• Featured
chapters
• What
else
is
in
the
Handbook
• Next
steps
• Ques(ons?
Agenda

4. • How
did
this
happen?
• What
it
is
and
what
it
isn’t
• Carnegie
Mellon’s
ETC
Press
• Publica(on:
Nov
2014
• Updated
every
year
• Open
access
About
the
Handbook

5. Organiza1on
of
Handbook
I. A
Background
and
Historical
Perspec(ve
II. Research
on
Learning
and
Learners
III. K-­‐12
Learning
in
Content
Domains
IV. Research
on
Teaching
V. Research
on
the
Role
of
the
Other
VI. Research
on
Technological
Innova(ons

6. Structure
of
the
chapters
I. Introduc(on
II. Research
Synthesis
III. Implica(ons
for
Policy
and
Prac(ce
IV. Implica(ons
for
Research
V. Conclusion
VI. References

7. I. A
Background
and
Historical
Perspec(ve
1. A
History
of
K-­‐12
Online
and
Blended
Instruc(on
in
the
U.S.
–
John
Watson
&
Amy
Murin
2. History
of
K-­‐12
Online
and
Blended
Instruc(on
Worldwide
–
Michael
Barbour
3. Research
&
History
of
Policies
in
K-­‐12
Online
and
Blended
Learning
–
Kerry
Rice
4. A
Brief
Look
at
Methodologies
used
in
the
Research
on
K-­‐12
Online
Teaching
and
Learning
–
Susan
Lowes

8. II.
Research
on
Learning
and
Learners
1. Research
on
At-­‐Risk
Learners
in
K-­‐12
Online
Learning
–
Jeanne
Repe]o
and
Carrie
Spitler
2. Reviewing
a
Decade
(2004-­‐2014)
of
Published,
Peer-­‐reviewed
Research
on
Online
Learning
and
Students
with
Disabili(es
–
Diana
Greer,
Mary
Rice,
and
Brian
Dykman

9. III.
K-­‐12
Learning
in
Content
Domains
1. Few
in
Number:
Research
on
Mathema(cal
Teaching
and
Learning
in
the
Online
Seang
–
Karl
Kosko,
Lauren
McMahon,
&
Md
Amiruzzaman
2. Research
on
Literacy
Instruc(on
and
Learning
in
Virtual,
Blended,
and
Hybrid
Environments
–
Kristy
Pytash
and
W.
Ian
O’Byrne
3. Research
on
Teaching
Blended
and
Online
Physical
Educa(on
–
David
Daum
and
Craig
Buschner

10. IV.
Research
on
Teaching
1. Teacher
Prepara(on
for
K-­‐12
Online
and
Blended
Learning
–
Leanna
Archambault
and
Kathryn
Kennedy
2. Professional
Development
for
K-­‐12
Online
Teachers
–
Kara
Dawson
and
Nancy
Fichtman
Dana
3. Mentoring
Online
Teachers
–
Kara
Dawson
and
Nancy
Fichtman
Dana

11. V.
Research
on
the
Role
of
the
Other
1. School
Administrators
and
K-­‐12
Online
and
Blended
Learning
–
Sco]
McLeod
and
Jayson
Richardson
2. Parental
Involvement
in
K-­‐12
Online
and
Blended
Learning
–
Lisa
Hasler-­‐Waters,
Mike
Menchaca,
and
Jered
Borup
3. On-­‐site
and
Online
Facilitators:
Current
and
Future
Direc(on
for
Research
–
Jered
Borup
and
Jeff
Drysdale
4. The
Role
of
the
School
Psychologist
in
K-­‐12
Online
and
Blended
Learning
–
P.
Dawn
Tysinger,
Jeff
Tysinger,
and
Terry
Diamanduros
5. K-­‐12
Online
and
Blended
Learning,
School
Libraries,
and
School
Librarians
–
Brenda
Boyer
and
Rebecca
Kelly

12. VI.
Research
on
Technological
Innova(ons
1. K-­‐12
Mobile
Learning
–
Cathy
Cavanaugh,
Dorit
Maor,
and
Aidan
McCarthy
2. Open
Learning
in
K-­‐12
Online
and
Blended
Learning
Environments
–
Lee
Graham,
Randy
LaBonte,
Verena
Roberts,
Ian
O’Byrne,
and
Colin
Osterhout
3. Personal
Learning
Environments
in
K-­‐12
–
Wendy
Drexler

13. Explora(ons
and
Evalua(on
Within
the
Handbook
of
Research
on
K-­‐12
Online
and
Blended
Learning
Author
Introduc(ons:
Michael
K.
Barbour,
Sacred
Heart
University
Leanna
Archambault,
Arizona
State
University
Jered
Borup,
George
Mason
University
Mike
Menchaca,
University
of
Hawaii
Cathy
Cavanaugh,
Microso=
Wendy
Drexler,
ISTE

14. Chapter
2:
History
of
K-­‐12
Online
and
Blended
Instruc(on
Worldwide
Michael
K.
Barbour
Sacred
Heart
University
mkbarbour@gmail.com

15. Chapter
2:
History
of
K-­‐12
Online
and
Blended
Instruc(on
Worldwide
“Mike,
if
you
were
explaining
what
is
happening
in
K-­‐12
online
and
blended
learning
outside
of
the
United
States
to
someone,
what
are
the
two
or
three
or
four
things
you’d
want
them
to
know?”

16. • There
are
a
lot
of
things
interna(onally
that
are
the
same
as
what
we
see
in
the
United
States,
and
• There
are
a
lot
of
things
interna(onally
that
are
quite
different
than
what
we
see
in
the
United
States!
Chapter
2:
History
of
K-­‐12
Online
and
Blended
Instruc(on
Worldwide

17. Consistencies
Between
the
Interna(onal
and
American
Contexts
1. The
evolu(on
of
K-­‐12
distance
educa(on
from
correspondence
educa(on
to
various
media
(e.g.,
radio,
instruc(onal
television,
telema(cs,
videoconferencing,
etc.)
to
online.
2. Many
of
the
early
K-­‐12
online
learning
programs
were
created
through
grants
provided
by
the
federal
or
individual
state
governments,
which
is
consistent
with
the
experience.
3. Terms
such
as
supplemental
and
full-­‐(me,
as
well
as
district-­‐
based
and
state-­‐wide
(could
be
na(on-­‐wide
or
province-­‐wide,
depending
on
the
jurisdic(on)
are
all
consistently
used
to
describe
K-­‐12
online
and
blended.
Chapter
2:
History
of
K-­‐12
Online
and
Blended
Instruc(on
Worldwide

18. Inconsistencies
Between
the
Interna(onal
and
American
Contexts
1. In
many
interna(onal
jurisdic(ons
there
is
s(ll
a
significant
use
of
correspondence
educa(on,
audio
distance
educa(on,
and
video
conferencing.
2. Interna(onally
the
primary
driver
of
K-­‐12
online
and
blended
learning
are
government
forces,
and
corpora(ons
are
largely
contractors
that
provide
content,
learning
technologies,
and
other
services
to
these
government-­‐run
programs.
There
are
few,
if
any,
proponents
of
the
applica(on
of
free
market
principles
to
public
educa(on
through
K-­‐12
online
and
blended
learning.
3. In
most
countries
K-­‐12
online
and
blended
learning
is
primarily
used
at
the
secondary
level.
Even
the
use
of
K-­‐12
distance
educa(on
in
general
is
largely
focused
on
the
secondary
grades.
4. As
corpora(ons
and
free
market
proponents
are
largely
absent,
blended
learning
–
and
even
online
learning
–
is
generally
regarded
as
the
next
evolu(on
of
effec(ve
technology
integra(on.
Chapter
2:
History
of
K-­‐12
Online
and
Blended
Instruc(on
Worldwide

19. Leanna
Archambault
Arizona
State
University
leanna.Archambault@asu.edu
Kathryn
Kennedy
Michigan
Virtual
University
kkennedy@mivu.org
Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning

20. Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning
Theore(cal
Framework
• TPACK
• Situated
cogni(on
• Cogni(ve
appren(ceship

21. Relevant
standards
for
online
and
blended
teaching
• Southern
Regional
Educa(on
Board
(SREB)
• Na(onal
Educa(on
Associa(on
(NEA)
• Interna(onal
Society
for
Technology
in
Educa(on
(ISTE)
• iNACOL
Online
Teaching
Standards
&
Blended
Teaching
Competencies
• Quality
Ma]ers
Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning

22. Research
Synthesis
(pre-­‐service)
• Teacher
Educa(on
Goes
Into
Virtual
Schooling
–
Iowa
State
(Davis,
et
al.,
2009)
• University
of
Florida
virtual
school
experiences
(Kennedy,
Cavanaugh,
&
Dawson,
2013)
• Survey
of
teacher
educa(on
programs
–
1.3%
preparing
teachers
for
K-­‐12
OBL
(Kennedy
&
Archambault,
2012)
• Design
of
field
experiences
(Kennedy
&
Archambault,
2012)
Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning

23. Implica(ons
for
policy
&
prac(ce
• Aligning
curriculum
in
teacher
educa(on
with
standards
for
online
teaching
• Designing
coursework
in
online
pedagogy,
desgigning
and
implemen(ng
instruc(on,
assessment
and
evalua(on
• Incorpora(ng
field
experience
to
expose
teachers
to
the
new
environments
• Fostering
collabora(ons
between
online/blended
schools
and
teacher
educa(on
Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning

24. Implica(ons
for
policy
&
prac(ce
(cont)
• Laying
policy
groundwork
within
states
• Endorsement
work
across
states
• Acknowledgement
from
accredita(on
organiza(ons
Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning

25. Implica(ons
for
research
• Longitudinal
studies
for
teacher
prepara(on
• Valida(on
of
standards
• Empirical
defini(ons
of
skills
and
techniques
for
effec(ve
online
teaching
Chapter
10:
Teacher
Prepara(on
for
K-­‐12
Online
&
Blended
Learning

26. On-­‐site
and
online
facilitators:
Current
and
future
direc(on
for
Research
Jered
Borup
George
Mason
University
@jeredborup
learntech.gmu.edu
jborup@gmu.edu
Jeff
Drysdale
Brigham
Young
University

27. On-­‐site
Mentors

28. Full-­‐(me
Programs
History
English
Math
Science

29. Online
Mentors
History
English
Math
Science

30. Online
Mentors
History
English
Math
Science

31. Online
Mentors
History
English
Math
Science

32. Online
Mentors
History
English
Math
Science

33. Mentor
What
are
mentor
responsibili(es?
Ensure
that
“everything
is
working
smoothly”
(Hannum
et
al.
2008)

34. What
are
mentor
responsibili(es?
1. Encouraging
Interac(ons
and
fostering
rela(onships
2. Monitoring
and
mo(va(ng
student
engagement
3. Instruc(ng

35. Do
mentors
impact
student
performance?
Yes,
when
they
receive
adequate
professional
development
and
(me
to
fulfill
their
responsibili(es.

36. Implica(ons
• Mentors
need
professional
development
and
(me
• We
need
more
research

37. Lisa
Hasler
Waters
Technology
Integra(on
Flint
High
School
haslerwaters@gmail.com
Michael
P.
Menchaca
University
of
Hawaii
at
Manoa
mikepm@hawaii.edu
Jered
Borup
George
Mason
University
jborup@gmu.edu
Chapter
14:
Parental
Involvement
in
K-­‐12
Online
and
Blended
Learning

38. The
study
• Lots
of
research
on
parent
involvement
in
tradi(onal
seangs
• Scant
in
blended
in
online
seangs
• Large
gaps
in
many
areas
• We
reviewed
as
much
as
we
could
find

39. Seangs
are
ill-­‐defined

40. Parental
involvement
defined
• Parent,
caregiver,
or
guardian
as
primary
support
for
K-­‐12
student
in
defined
seangs
• Prac(ces
of
these
parents
• Typically
– Responsible
only
for
their
own
children
– Not
employed
by
school
– Support
provided
away
from
campus

41. Factors
influencing
involvement
• School
policies
unclear,
inconsistent,
or
non-­‐
existent
• Parents
in
these
environments
might
already
tend
to
be
more
involved
• Students
value
parental
involvement
but
that
is
not
always
evident
to
parents
• Parents
get
more
involved
when
students
struggle
than
when
they
do
well

42. Student
achievement
• Some
links
to
achievement
exist
but
they
are
not
clear
given
the
uniqueness
of
seangs
• Parents
need
support
in
both
skills
and
knowledge

43. Implica(ons
for
Policy
• Need
to
provide
effec(ve
training
and
support
• Need
to
encourage
involvement
and
(e
to
student
mo(va(on
• Need
to
ar(culate
and
communicate
guidelines
concerning
roles
and
responsibili(es

44. State
of
current
research
• Lots
needs
to
be
done
• Li]le
is
generalizable

45. Cathy
Cavanaugh
Microsor
Worldwide
Educa(on
Cathy.cavanaugh@microsor.com
Dorit
Maor
Murdoch
University
d.maor@murdoch.edu.au
Aidan
McCarthy
Microsor
Worldwide
Educa(on
Aidan.mccarthy@microsor.com
Chapter
18:
K–12
Mobile
Learning

46. Always mobile, always moving
Collaborate early, often, and always
Grown up on social networks
THE MODERN
STUDENT

47. LEARNING
TOGETHER
In m-learning,
students co-created
knowledge
COLLABORATION

48. LEARNING MY
WAY
In m-learning,
students had
flexibility to design
their learning
experiences
PERSONALIZATION

49. LEARNING
EVERYWHERE
ANYTIME
In m-learning,
students expanded
learning time and
were more
reflective and
independent
learners
INDEPENDENCE

50. LEADING
LEARNING
WITH VISION
In effective m-
learning, leaders
use a holistic
approach, build
educator capacity,
and leverage data
for insight –
This is a global
challenge
LEADERSHIP

51. LEARNING
INFORMED BY
EVIDENCE
M-learning
requires
sustainable
research to guide
pedagogical
models, apps, and
assessments for
personalized,
collaborative,
independent
learning
DESIGN

52. Wendy
Drexler
ISTE
wdrexler@gmail.com
Chapter
20:
Personal
Learning
Environments
in
K-­‐12

53. Chapter
20:
Personal
Learning
Environments
in
K-­‐12

54. • What
we
hope
to
see…
• Do
you
see
something
missing?
• Any
studies
that
are
not
referenced
that
should
be
within
each
chapter?
• Proposals
for
next
year’s
chapters
• Email
handbookresearch@gmail.com
What’s
missing?

55. • This
is
not
a
completed
product
• Instead
it
is
a
flowing
conversa(on
• Join
the
conversa(on
by
proposing
a
future
chapter!
• Each
sec(on
has
room
for
growth
in
• Prac(ce
• Policy
• Research
Moving
Forward

56. Ques(ons?
Handbook
email
–
handbookresearch@gmail.com
Rick
Ferdig
–
rferdig@gmail.com
Kathryn
Kennedy
–
kkennedy@mivu.org
Michael
K.
Barbour
–
mkbarbour@gmail.com
Leanna
Archambault
–
leanna.Archambault@asu.edu
Jered
Borup
–
jborup@gmu.edu
Mike
Menchaca
–
mikepm@hawaii.edu
Cathy
Cavanaugh
–
Cathy.Cavanaugh@microsor.com
Wendy
Drexler
–
wdrexler@iste.org
h]p://press.etc.cmu.edu/files/Handbook-­‐Blended-­‐
Learning_Ferdig-­‐Kennedy-­‐etal_web.pdf