E-Learning

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	A Synthesis of New Research on K–12 Online Learning (2005) Online learning is an emerging but rapidly growing phenomenon in K–12 education. Although practitioners believe that online education is effective in reaching and serving a wide range of students, little empirical research has been performed to determine its effectiveness in elementary and secondary settings. Questions remain about the educational needs best addressed through online learning as well as its impact on school improvement and learner outcomes. Programs of research informed by early lessons learned are needed to inform the future development of online learning. This synthesis summarizes the latest in a series of research efforts sponsored by North Central Regional Educational Laboratory (NCREL) to answer questions about online learning and promote the growth of effective programs and practices.
	Keeping Pace With K–12 Online Learning: A Review of State-Level Policy and Practice (2005) In 2004, four leading education organizations joined together to publish Keeping Pace With K–12 Online Learning: A Snapshot of State-Level Policy and Practice. That report identified the growth of online education programs and discussed how online education practices are being developed in the absence of clear state-level guidance. As with the original Keeping Pace, this report explores policies and practices governing online education with a particular focus on policies aiming to provide students with high-quality online learning experiences. The report looks specifically at two areas: state-level policies governing online education, and statewide online programs (i.e., programs created by legislation or by a state-level agency, and/or funded or administered by a state department of education or another state-level agency to provide online learning opportunities across the state).
	The Effects of Distance Education on K–12 Student Outcomes: A Meta-Analysis (2004) The growth in the numbers of students learning online and the importance of online learning as a solution to educational challenges has increased the need to study more closely the factors that affect student learning in virtual schooling environments. This meta-analysis is a statistical review of 116 effect sizes from 14 web-delivered K–12 distance education programs studied between 1999 and 2004.
	E-Learning Knowledge Base (2002) E-Learning, or online-equivalent courses, are one of the most significant new applications of learning technology to emerge in the last 10 years. A growing body of research, theory, program evaluation, and policy analysis is documenting the rapid introduction of e-learning in postsecondary institutions in the United States and around the world. The E-Learning Knowledge Base Web site includes a review and synthesis of current literature in e-learning and an online "annotated bibliography" available as a searchable database that covers the best online resources on the Internet. The database is updated periodically as new resources become available, so make sure to return often to keep up with the latest developments in this area. (Audience: education policymakers, K-12 teachers, education researchers, K-12 administrators)
	E-Learning Synthesis (2002) (Adobe^® Reader^® PDF 283 KB) This Adobe Acrobat document collects key background information from the E-Learning Knowledge Base and presents it as a single, printable document.
	Policy Issues No.11: Virtual Schools and E-Learning in K-12 Environments: Emerging Policy and Practice (2002) Recent growth in national attention directed toward online courses and virtual schools underscores the importance of e-learning policy and online learning practices. In response to these needs, this edition of Policy Issues aims to: Summarize the critical e-learning issues related to education policy. Provide an overview of what works, based on recent research and program assessment. Offer policy recommendations to support decision makers and policy leaders charged with the investigation and deployment of online courses and Internet-based learning environments in K-12 schools and school districts.