NCREL's Research on Virtual Learning Issues and Priorities
At NCREL, research on virtual learning has been guided by an evolving list of issues we believe to be important influences on the introduction of online learning to K-12 learning environments. The research documenting these issues comes from NCREL's work with secondary teachers and technology coordinators in Minnesota Intermediate District 287 and the Minnesota Department of Education (see NCREL, 2001).
Examination of the issues subdivides them into two categories: issues that are relevant to curriculum and teaching practice, and issues that are relevant to consideration of statewide e-learning policy or policy development.
E-Learning Priorities for Teaching and Learning:
- Professional development
- Constructivist teaching practice
- Philosophy guiding online learning programs
- Best practices (national, state, local)
- Quality assurance (for content of online learning
- materials)
- Technology equity (access, usage, availability)
E-Learning Priorities for Policy:
- Funding, funding formulas, funding sources, funding strategies
- Costs and benefits; return on investment
- Quality and equity of online learning opportunities
- Accountability and assessment
- State or district planning, coordination, support, and evaluation
- Teacher certification and licensure
Note: These themes from NCREL's e-learning assessment in Minnesota are comparable to critical priorities from the available literature describing e-learning policy and practice in higher education (see King et al., 2000; Southern Regional Education Board, 2001).
About this issue | A Message from Gina Burkhardt, NCREL Executive Director | Virtual Schools and E-Learning in K-12 Environments | E-Learning Policy Implications for K-12 Educators and Decision Makers | America's First Public Virtual High School | E-Learning in the Real World | NCREL's Research on Virtual Learning Issues and Priorities | References | NCREL's Online Resource for E-Learning
