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1、Virtual Schools and E-Learning in K-12 Environments: Emerging Policy and PracticeAllow learning to occur at the students initiativeany time, any place.From http:/www.ncrel.org/policy/pubs/html/pivol11/apr2002.htm (9-8-09)About This IssueSince 1996, enormous progress has been made toward achieving th
2、e U.S. Department of Educations goal to build a national technology infrastructure to support its vision for effective technology use in the nations elementary and secondary schools. Significant increases in federal, state, local, and private investment in the national technology infrastructure have
3、 helped many teachers and students in elementary and secondary schools obtain access to and begin using a variety of powerful new online learning tools. These tools enable distance learning and technology based instructional delivery systems.Recent growth in national attention directed toward online
4、 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 rese
5、arch 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. The full complexity and impact of e-learning and onli
6、ne courses on policy and practice in K-12 schools and school districts is emerging only now as a subject for consideration and discussion by leadership in public education. It is imperative that state-level education policymakers become active participants in the ongoing conversations about K-12 onl
7、ine learning. Such participation will help ensure the systematic implementation of effective e-learning strategies in the nations elementary and secondary schools.A Message from Gina Burkhardt, NCREL Executive DirectorWelcome to the April 2002 edition of Policy Issuesa research-based analysis of edu
8、cation issues. This edition takes a look at online learning and virtual schools. It also presents the policy and practice implications that can enhance the potential of electronically delivered learning, or e-learning, as a viable and effective educational approach.E-learning is a powerful instructi
9、onal strategy because it transcends the boundaries of traditional classroom instruction. In fact, it creates virtual schools that allow learning to occur at the students initiativeany time, any place. E-learning also holds promise for promoting equity by providing students with access to courses tha
10、t otherwise might not be available, such as accelerated courses in remote rural areas.Education leaders and policymakers play an important role in guiding the development of e-learning strategies. Their understanding and involvement is crucial for effective implementation of e-learning and virtual s
11、chools for K-12 students.For additional information on e-learning, visit NCRELs E-Learning Knowledge Base Web site.Virtual Schools and E-Learning in K-12 EnvironmentsEmerging Policy and PracticeBy Robert Blomeyer, NCREL Program AssociateOnline learningalso known as electronically delivered learning
12、or e-learningis one of the most important and potentially significant new instructional approaches available for supporting the improvement of teaching and learning in Americas K-12 schools today. According to a recent report of the National Association of State Boards of Education, E-learning will
13、improve American education in valuable ways and should be universally implemented as soon as possibleA growing body of evidence supports the conclusion that when e-learning is deployed with identical attention to the enabling details that characterize high quality face-to-face instruction, it can ef
14、fectively complement, enhance, and expand educational options available for K-12 students. In cases where e-learning is appropriately deployed, educators can generally anticipate student academic performance that is at least equivalent to traditional classroom instruction (Cavanaugh, 2001).Access to
15、 online learning systems in public education has shown dramatic growth with support from the Technology Literacy Challenge Fund and the Federal Communications Commissions E-Rate program. According to the most recent report from the National Center for Education Statistics, 98 percent of U.S. public
16、schools were connected to the Internet in fall 2000 (Cattagni & Farris, 2001). Investments in computers, Internet access, technology professional development, technical support, and content development have allowed elementary and secondary teachers and students to experience the benefits of using these powerful new learning technologies.The deployment and diffusion of online courses in K-12 schools and postsecondary institutions
