Walk, Don't Run — to Online Learning

Abstract

Abstract:The financial lure of lower-cost online learning during a period of tight budgets shouldn't prompt schools to proceed before giving serious consideration to a multitude of factors.In 2003, my first year of teaching high school, the district technology representative approached me about creating an online U.S. Government course that would become one of the first courses offered in the district's new e-learning program. My district had prided itself on being on the cutting edge of technological advancements. At the time, it was one of the few districts in Virginia to maintain a one-to-one laptop initiative, and all courses had been equipped with Blackboard course management software. An e-learning program was the next step in this evolution. I agreed to create the course that summer and taught it about 12 times over the next four years. My class sizes ranged from one student who needed to take the class to satisfy a graduation requirement to more than 20 students in summer sessions.Keywords: online learning | online education | secondary school teachers | U.S. government course | virtual high school program | K-12 administrators | K-12 education Article:

Distant Education: Online Learning for Civic Education

“…This data proves the coloration of online learning with the internet user and massively developed to internet access. Online learning itself is still in the developed phases "…it remains a relatively new medium for teaching and learning that is constantly being improved based on research" [17]. This happens because the lecture first has to master the technology used for online learning; not only the lecture but students also must learn to use the technology.…”

Structure Social Problem Covid-19 the Practice of - Online Learning in Indonesian Higher Education

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Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

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