E+Learning+by+Matthew+Moore

Overview Definition of E-learning

//Although there are numerous names for it—distance education, asynchronous instruction, and e-learning, to name a few—they all refer to instruction delivered via computer and the Internet, thus presenting an alternative to the traditional classroom. The most distinguishing, and least debatable, feature of online classes is a physical distance between all participants, teachers and students alike.//

Form

//Currently, three primary forms of e-learning exist://


 * //Virtual schools (completely online)//


 * //Online courses delivered via traditional brick-and-mortar schools (completely online)//


 * //Hybrid or blended courses (a combination of online and in-class instruction) administered via traditional schools//

Prevalence

//Data shows that the number of student enrollment in online classes is significant and, in some instances, compulsory.//


 * //The number of students taking online courses is rather astounding. According to the International Association for K-12 Online Learning (iNACOL), an estimated 1.8 million K-12 students--the majority of which were high school students--participated in online courses during the 2009-2010 school year//; the preceding figure excludes //“students enrolled in most full-time online schools” (iNACOL, 2012, p. 1).//


 * //Ideally, students would have a choice as to whether they take a class online or in-person; however, that is not guaranteed sometimes. In fact, the iNACOL reports that four states already require students to complete “online learning” before graduating (2012, p. 2), meaning that some portion of, if not all, instruction and interaction in at least one course must take place via the Internet.//


 * //More locally, Georgia recently contemplated enacting its own online course requirement (Downey, 2012).//

Purpose

//The possible reasons for instituting e-learning are numerous and varied://


 * //Christensen, Johnson, and Horn suggest that e-learning may help to address many educational concerns, including differentiating instruction, stretching a tight budget, and adapting to teacher shortages (as cited in Umpstead, 2009, p. 68-69).//


 * //According to the iNACOL, school’s provide online courses so students can make up credits more readily, take a greater variety of courses, and earn college credits (2012, p. 1)//

Cost/Funding

//Although including an online component in instruction may lead to cost savings, issues with funding may negate the potential savings.//


 * //Online learning can lead to significant savings. The iNACOL (2012) provides the following data://

The current U.S. average per pupil expenditures for a fully online model is $6,400 and for a blended-learning model is $8,900. Traditional school models have an average per pupil expenditure of $10,000. (p. 2)
 * //Florida TaxWatch, using the Florida Virtual School as an example, concluded that the online school provided savings of over 15% (as cited in Darrow, 2010, p. 28).//


 * //Foster and Smith (2010) assert that free software such as Moodle help keep costs to a minimum (p. 28). // //However, the savings for an online school may be offset by less funding when compared to traditional schools. The iNACOL, exploring the funding procedures of full-time online schools in multiple states, found two significant commonalities: funding is typically only a percentage of the amount available to traditional schools and is based on student enrollment and/or completion of course (2012, p. 3).//


 * //The cost to schools of offering online courses sometimes poses a substantial problem, resulting in failed attempts at introducing and maintaining such a program. Darrow (2010) asserts that the belief of inherent savings is “one of the biggest myths about online, or virtual, school programs ” (p. 26). In fact, he reports the obstacle one Californian school district faced— irregular funding—ultimately causing “ the online program [to be] terminated” after just five years (Darrow, 2010, p. 27). Darrow explains that state funding often is tied to the physical attendance of students and that many schools create online programs with “excess education funds” (2010, p. 27). Thus, schools cannot afford to take a short-sighted approach when integrating online learning into the curriculum. //


 * //Georgia has its own virtual school. However, the classes are not necessarily free. In fact, Toone discovered that fees are waived only for select core classes that are taken during typical school hours; otherwise students are charged anywhere from $300 to $600 per course, depending on either grade-level or whether the course is worth a half or a whole credit (2009).//

Trend/Issue

Defining "Trend" and "Issue"

//As it relates to education, a trend is used here to refer to a recognized pattern of activity that is progressively advancing in number and/or frequency, whereas an issue essentially is a matter which educators, administrators, and/or other stakeholders feel compelled to address. Given the findings below, one can quite reasonably conclude that e-learning is very much a trend and an issue in the field of education.//

A Look at the Trend

//The available data indicates that e-learning has been steadily increasing over the years://


 * //Examining the number of converts often indicates the magnitude of a trend. Not unexpectedly, some proponents of online classes suggest that the switch from in-class to online is, in many cases, inevitable. For instance, Christensen, Johnson, and Horn reveal “that more than one million students have enrolled in online AP courses” (as cited in Umpstead, 2009, p. 68). Considering the rather narrow focus—advanced placement students—the number alone carries significant weight.//


 * //In 2005, experts were referring to e-learning as “burgeoning” (Kachel, Henry, & Keller, p. 14).//


 * //Georgia’s online school illustrates e-learning’s growth in just one state. According to an article by Toone (2009), Georgia Virtual School’s enrollment increased almost three fold between 2005 and 2009.//


 * //Nationwide, virtual schools are well entrenched. According to the iNACOL, four in five states already have established or are in the process of creating a virtual school (2012, p. 1).//


 * //To identify a trend one can also look at information over a period of time.// //Just this year the iNACOL (2012) reported that the number of students enrolled in online classes is an estimated 36-45 times what is was ten years ago (p. 1).// //Thus, enrollment in online courses is proliferating.//

The Debate: Online Versus Traditional Instruction

//Not surprisingly, the physical separation often present in online instruction serves as a point of departure for many of the contentions among stakeholders about the comparability of online courses to in-person instruction. In fact, much of the debate—from differences in quality to questions of feasibility—supposes a dichotomous relationship between the two modes of instruction.//
 * The Issues **

//Equal access to services, insufficient availability of data on student outcomes, and reduced interaction among students and teachers are legitimate issues with e-learning://


 * //A quite reasonable concern is that some students may be at a disadvantage concerning computer access. However, the iNACOL supplies promising data: “The most common location for students accessing their online course is their school” (2012, p. 1). Thus, the school's, not the student's, technological resources may have the greatest impact here.//


 * //Downey presents both sides of debate over requiring students to take an online class: proponents assert that technological savvy is now essentially a life skill and students deserve the option, if nothing else; conversely, opponents emphasize that too little information is available on which to base such a decision// //(2012)////. Evidently, lawmakers in Georgia agreed with the latter because the requirement was not passed .//


 * //Some believe online courses greatly diminish social interaction; however, Foster and Smith (2010) suggest that technology can even alleviate the face-to-face issue: “technology such as Skype . . . [permits teachers] more face-to-face contact with online students” (p. 29).// //Moreover, the level of student-to-student and student-to-teacher interaction does not have to be as limited as depicted in the case study discussed below (See "Perceptions of Inferiority"). According to Foster and Smith (2010) students use “discussion board forums and chat rooms . . . [and] wikis” to both communicate and collaborate (p. 29). And for immediacy that mimics face-to-face instruction, Kachel et al. suggest chat rooms as a great alternative, so long as teachers restrict the number of participants (2005, p. 15). Nevertheless, critics argue that nothing can replace face-to-face instruction and discussions.//


 * Perceptions of Inferiority **

//Considering the present terminology invites a contrastive approach (e.g., online versus in-class) and may even carry a negative connotation for e-learning (e.g., nontraditional), it is no surprise that a recent case study uncovered rather pessimistic perceptions of online classes. The following relates the perceptions of one teacher and eleven students in an online history course://


 * //Journell (2010) discovered that the high school teacher—experienced with both forms of instruction—views online classes as inferior. The teacher believes online classes have a narrow focus in that they primarily emphasize content while largely ignoring the social component; moreover, if interaction is present via post-and-reply discussions, absent facial cues he asserts that interaction is “somewhat contrived and somewhat artificial” (p. 73-75).//


 * //Journell reveals that the teacher’s perception of online students' characteristics is equally critical: they typically seek to expend the least of amount of effort and may even be antisocial (2010, p. 75). However, perceptions undoubtedly are biased to an extent and reality may differ significantly.//


 * //Some of the teacher’s beliefs are supported by the students’ attitudes. As Journell (2010) discovered via interviews, overall this group of students had specific motivations for taking the class online: greater speed of completion, disinterest in subject matter, and/or a perception of relative ease when compared to classroom instruction (p. 75).//


 * //The students’ support for online classes was not unbridled though. Journell reports that many of the students actually missed interacting with both the teacher and their peers; they even saw the limited interaction they had—including communication with the teacher—as both unnecessary and inconsequential in an online environment (p.75-76).//

//Ultimately, considering the popularity of such social networking websites such as Facebook and Twitter, one must question whether the flaws are not in the idea of e-learning itself but in its implementation.//


 * Student Performance **

//Supporters are likely to tout the available data, which signals the superiority of online classes regarding student performance; however, the successes stories are both limited and ambiguous as to their causes://


 * //T////he students in online courses// //may even perform dramatically better in online classes. According to Toone,// //students’ passing rate in one core mathematics course administered via Georgia Virtual School// //was 49 percent better than the state average (2009).//


 * //While noting the necessity of online courses having quality comparable to traditional classroom instruction, Kachel et al. propose that online classes are perhaps more engaging than face-to-face courses: “In face-to-face classrooms, only a few students respond to questions or participate in discussions. In the online world, everyone participates” (2005, p. 15). However, one must question their comparability.//


 * //The most obvious way to assess the quality of online courses is to compare them to their face-to-face equivalents. More specifically, researchers might compare student performance in both settings. In fact, the U.S. Department of Education recently conducted such a study with findings that bode very well for e-learning proponents: students enrolled in either a partially or completely online course outperformed their peers enrolled in traditional courses, students performed best in hybrid models, and online students who devoted more time than their peers learning the material also excelled (as cited in Angiello, 2010, p. 57).// //Unfortunately, as Angiello (2010) points out, time expenditure rather than course format may significantly impact student performance, thus skewing the results; instructional materials and practices varied widely, thereby complicating comparison; and just a little over 10% of the studies included in this meta-analysis focused specifically on students in primary and secondary school (p. 57-58).// //Consequently, despite better student performance, the online format itself may not be the cause.//


 * A Compromise **

//Currently, merging online and in-class learning may be the best alternative://


 * //Despite vehemently supporting online courses, Foster and Smith (2010) recognize their limitations—namely decreased face-to-face interactions—and suggest that students can have the best of both worlds (p. 29). Dubbed “hybrid” courses, Foster and Smith (2010) assert that combining the two forms of instruction takes differentiated instruction to a new level (p.// //29).//


 * //Kachel et al. (2005) express a sentiment present throughout the literature, recognizing the strengths and weakness of both types of instruction: “Probably the best scenarios for high school students would be hybrid online courses that combine face-to-face class time with online learning components” (p. 17). Therefore, the compromise is presenting e-learning as an enhancement to rather than a replacement for traditional instruction.//

Annotated Bibliography

Angiello, R. (2010). Study Looks at Online Learning vs. Traditional Instruction. Education Digest: Essential Readings Condensed For Quick Review, 76(2), 56-59.

//This article briefly summarizes findings from a recent ////[|U.S. Department of Education meta-analysis] ////. Although the focus of the study is rather broad regarding student composition—ranging from K-12 students to continuing education students—the findings support the use of online courses. In fact, students enrolled in a class containing some online component may have an advantage over their peers, though the reasons for this are not conclusive. //

[|Darrow, R. (2010)]. The Bottom Line: Funding Online Courses. School Administrator, 67(4), 26-30.

//Adopting a financial approach, the author of this article presents an objective assessment of the advantages and disadvantages of implementing an online education program. While the two models share many of the same costs, each also has its own separate set of costs to consider, though there is some indication that online programs may provide long-term savings to schools. //

[|Downey, M. (2012, March 14).]  Should every Georgia high school student take an online course? Why?.

//In this article, the author examines the legitimacy of a recent legislative effort to make taking an online course a graduation requirement for Georgia high school students. Although the bill passed without such a requirement, the author highlights a very important reason as to why such measures are unwarranted at this time: there is not enough information available to make an informed decision. Again, hybrid models--combining the in-class and online instruction in some way--are proposed as a more suitable option. //

<span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Foster, D., & Smith, P. (2010). Online and on Target for Success. Leadership, 39(3), 28-29.

//<span style="font-family: 'Arial','sans-serif';">Exploring the diverse uses of the online class format, this article reveals how one charter high school uses online materials as both a substitute for and a supplement to in-class instruction. Designing online courses using free software available via the Internet, the school creates an online environment in which students not only gain real-world technological skills but also engage coursework in increasingly varied ways. The article presents online learning as an opportunity to enhance differentiated instruction so as to achieve greater student success. //

<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 18.6667px;">[|International Association for K-12 Online Learning. (2012).] //<span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 18.6667px;"> Fast facts about online learning. //

//<span style="font-family: 'Arial','sans-serif';">This document provides up-to-date information about the pervasiveness of online learning in primary and secondary schools. The data supports distance learning’s status as a trend/issue and identifies various approaches to implementation and funding. The findings also indicate potential savings, when compared to traditional schools, and address concerns about equal access to online courses. //

<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 18.6667px;">[|Journell, W. (2010).] <span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 18.6667px;"> Perceptions of e-learning in secondary education: a viable alternative to classroom instruction or a way to bypass engaged learning?. //<span style="font-family: 'Arial','sans-serif';">Educational Media International //, //<span style="font-family: 'Arial','sans-serif';">47 //(1), 69-81.

//<span style="font-family: 'Arial','sans-serif';">Recognizing that perceptions influence one's willingness to adopt the online class format, the author of this article explores the reactions of one teacher and his students to an online high school history course. Overall, both the teacher and the students agree that the online class was less socially-engaging and more rudimentary than its classroom equivalent. The author suggests that e-learning can be successful only if schools invest in the resources (additional teacher training, effective online content, etc.) necessary to ensure online courses are at least equivalent to their face-to-face counterpart. //

<span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Kachel, D. E., Henry, N. L., & Keller, C. A. (2005). Making It Real Online: Distance Learning for High School Students. Knowledge Quest, 34(1), 14-17.

//<span style="font-family: 'Arial','sans-serif';">Assessing the most ideal environment for online education, this article addresses what qualities help to ensure the success of online courses. While the content of such programs is emphasized to a large extent, the authors also note that the personalities of both teachers and students can help to determine suitability. Despite an obvious affinity for e-learning, the authors objectively state that a combination of on-line and in-class learning is preferable to either alone. //

<span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 18.6667px;">[|Toone, S. (2009, August 29).] <span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 18.6667px;"> Georgia Virtual School grows more popular. //<span style="font-family: 'Arial','sans-serif';">Augusta Chronicle, The (GA) //.

//<span style="font-family: 'Arial','sans-serif';">This article discusses the success and popularity of the [|Georgia Virtual School]. While students’ performance may exceed that of their peers in traditional school in many cases, there is no indication as to their comparability; however, the school provides a large number of the classes for [|free]. //

<span style="color: #800000; font-family: 'Arial','sans-serif'; font-size: 18.6667px;">Umpstead, B. (2009). The Rise of Online Learning. Principal Leadership, 10(1), 68-70.

//<span style="font-family: 'Arial','sans-serif';">This article discusses how online education is the wave of the future, increasing student exposure to technology and allowing them a more flexible education. With a striking number of more advanced students enrolling in such classes, it appears more independent students may be the first adapters. However, if one state’s stance is any indication that others will follow, all students may have to learn to adjust to the online environment to some extent. //

<span style="color: maroon; display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 18744px; width: 1px;">Definitions <span style="color: #800000; font-family: Arial,sans-serif; font-size: 19px;">Proposal Addressing this Trend: <span style="color: #800000; font-family: Arial,sans-serif; font-size: 19px; line-height: 0px; overflow: hidden;"> <span style="display: block; height: 1px; left: -40px; line-height: normal; overflow: hidden; position: absolute; text-indent: 0.5in; top: 18744px; width: 1px;">// As it relates to education, a trend is used here to refer to a recognized pattern of activity that is progressively advancing in number and/or frequency, whereas an issue essentially is a matter which educators, administrators, and/or other stakeholders feel compelled to address. Given the findings below, one can quite reasonably conclude that e-learning is very much a trend and an issue in the field of education. // <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 77847.5px; width: 1px;">//an enhancement to//