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- 1. Exploring Models of EffectivePrimary and Secondary e-Learning Michael K. Barbour Assistant Professor Wayne State University
- 3. History of Primary& Secondary Distance Education in North America
- 4. History of Primary& Secondary E-Learning in North America
- 5. E-Learning Environment T =Teacher F = Facilitator/proctor A =Administrator/Guidance S = Student P = Parent IT = Technology Coordinator
- 6. Three Roles ofE-Learning Teachers Virtual School Designer: Course Development •design instructional materials •works in team with teachers and a virtual school to construct the online course, etc. Virtual School Teacher: Pedagogy & Class Management •presents activities, manages pacing, rigor, etc. •interacts with students and their facilitators •undertakes assessment, grading, etc. Virtual School Site Facilitator: Mentoring & Advocating •local mentor and advocate for student(s) •proctors & records grades, etc. Davis (2007)
- 7. Importance of theSchool-Based Personnel • Serve as the local “eyes and ears” for the online instructor • Track student progress • Communicate with the online instructor, school administration and parents • Address any concerns to staff and the help desk • Assign final grade to the student after the percentile score is submitted by the online instructor • Help student stay on track and successfully progress through the course
- 8. Teacher Education GoesInto Virtual Schooling (Iowa State University) http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
- 9. Teacher Education GoesInto Virtual Schooling (Iowa State University) http://ctlt.iastate.edu/~tegivs/TEGIVS/homepage.html
- 10. Supporting K-12 OnlineLearning in Michigan (Wayne State University) http://itlab2.coe.wayne.edu/it6230/michigan/
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- 12. Importance of theLearning Coach • Performs the oversight function • Assists with student motivation • Encourages student to seek help • Regular access with online instructor and to learning management system
- 13. E-Learning Environment • Oftenuse database-driven courses • Presence of subject matter teachers in lab space - also perform motivational and oversight role • Lab space generally open non- traditional hours • Students have required lab time - can earn more unsupervised time
- 14. Characteristics of Successfule-Learners • Self-motivated • Independent learner • Computer literate • Time management • Effective writing skills • Personal commitment
- 15. Educational Success PredictionInstrument • Access to and expertise with computers • Organization and self-regulation • Beliefs about achievement • Responsibility • Risk-taking Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008) Toward practical procedures for predicting and promoting success in virtual school students. American Journal of Distance Education, 22(2), 90–109.
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- 17. Difficulty with Primary and Secondary E‐Learning Research Online 7 principles of Interviews with teachers and course Course effec<ve online developers at a single virtual school, Design course content with no verifica<on of whether the for adolescent interviewees’ percep<ons were actually Barbour learners effec<ve or any student input at all for (2005; 2007) that maHer. Online 37 best Interviews with teachers at a single Teaching prac<ces in virtual school selected by the virtual asynchronous school itself. Their teachers’ beliefs were online teaching not validated through observa<on of the DiPietro et teaching or student performance. al. (2008)
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- 19. Teachers and Teaching MaAer • Providing forma<ve evalua<on (d=0.90) • Micro teaching (d=0.88) •Teacher clarity (d=0.75) • Providing feedback (d=0.73) • Teacher‐student rela<onships (d=0.72) • Teaching strategies (d=0.60) • Coopera<ve vs. individualis<c learning (d=0.59) • Study skills (d=0.59) • Direct instruc<on (d=0.59) • Mastery learning (d=0.58) • Worked examples (d=0.57) • Concept mapping (d=0.57) • Goals (d=0.56) • Peer tutoring (d=0.55) • Coopera<ve vs. compe<<ve learning (d=0.54)
- 20. Two Key Points •Introducing technology alone is never enough. • Big gains in productivity come when new technologies are combined with new ways of doing business.
- 21. Two Key Points •Introducing technology alone is never enough. • Big gains in education come when new technologies are combined with new ways of teaching.