Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series

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Autor/inn/en	Powell, Allison; Watson, John; Staley, Patrick; Patrick, Susan; Horn, Michael; Fetzer, Leslie; Hibbard, Laura; Oglesby, Jonathan; Verma, Sue
Institution	International Association for K-12 Online Learning
Titel	Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series
Quelle	(2015), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blended Learning; Technology Uses in Education; Elementary Secondary Education; Conventional Instruction; Online Courses; At Risk Students; Repetition; Required Courses; Governance; Educational Quality; Accountability; Financial Support; Educational Legislation; Teaching Methods; Models; Case Studies; Barriers; Elementary Schools; Middle Schools; High Schools; Michigan; Nevada; New York; North Carolina; Pennsylvania; Utah; Washington + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Wiederholung; Pflichtkurs; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Quality of education; Bildungsqualität; Verantwortung; Finanzielle Förderung; Bildungsrecht; Schulgesetz; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	In 2008, the International Association for K-12 Online Learning (iNACOL) produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches. iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K-12 education. We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments. This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K-12 education, including: Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015; Using Blended and Online Learning for Credit Recovery and At-Risk Students; Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; and Funding and Legislation for Blended and Online Education. Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K-12 blended, online, and competency education transforming teaching and learning today. Additional resources are provided. ["Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series" was originally written by John Watson in May 2008.] (As Provided).
Anmerkungen	International Association for K-12 Online Learning. 1934 Old Gallows Road Suite 350, Vienna, VA 22182. Tel: 888-956-2265; Tel: 703-752-6216; Fax: 703-752-6201; e-mail: info@inacol.org; Web site: http://www.inacol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01