Online Learning vs. Blended Learning
On the Colorado State Department of Education website, it defines online learning as “"a full-time, online education program… that delivers a sequential program of synchronous or asynchronous instruction from a teacher to a student primarily through the use of the internet.” They also define Blended Learning as “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. (Horn and Staker, 2012)” Both programs in Colorado would be considered online learning according to Dr. Rice. Online-learning doesn’t just occur in a full-time virtual school, but can be found in traditional classroom to enhance or supplement instruction.
The Denver Post reports that the number of Colorado students enrolled in online programs jumped from 9,222 in 2007 to 15,249 in 2010, a 65% increase.
A variety of blended learning opportunities were reported by the 11 multi-district schools that currently offer them such as tutoring services to students in need of extra assistance, elective courses in a face to face format, and the opportunity to earn college credit with concurrent enrollment offerings at local community colleges. Although offerings vary among multi-district online schools, there were similarities in responses in regard to the reasons for choosing to add a face to face option.
Schools indicated that they are moving to include blended learning for a number of reasons:
• it contributes to the building of school community and student-teacher relationships
• it makes it easier to ensure adequate intervention
• schools believe it does or will increase student achievement
• student and family requests
Denver Online High School has been offering blended options since 2003. Denver Online High School currently provides opportunities for students at the Career Education Center in addition to using learning labs for one-on-one tutoring and instruction for various class meetings. The face to face component at Denver Online High School is optional depending on student needs. The ability for students to build relationships with teachers, receiving assistance needed to understand course content and the opportunity to have other learning opportunities opened to them are some of the positive impacts of including blended learning options.
No Child Left Behind legislation supports online learning. NCLB ensures that all students have the opportunity to learn. President Obama described the promise of personalized learning when he launched the ConnectED initiative last June. Technology is a tool that helps create personalized learning environments, but unfortunately, too many of our schools cannot support such environments. ConnectED is about establishing the building blocks for nearly every school to achieve this vision—by boosting broadband speeds through a modernized E-rate program, working to make learning devices and quality content available to all students, and ensuring that teachers have the support and professional development resources they need as they transition to a digital world. This ConnectEd initiative parallels the NCLB legislation.
Resources:
A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act-- Pg 6. (n.d.). A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act-- Pg 6. Retrieved 6/14/14, from http://www2.ed.gov/policy/elsec/leg/blueprint/publication_pg6.html#part6
Rice, K. (2012). 1. Making the move to K-12 online teaching: research-based strategies and practices (p. 8). Boston: Pearson.
Summary Report for Online Schools (2014) Retrieved on 6/14/14, from: http://www.cde.state.co.us/onlinelearning/schools
The Denver Post reports that the number of Colorado students enrolled in online programs jumped from 9,222 in 2007 to 15,249 in 2010, a 65% increase.
A variety of blended learning opportunities were reported by the 11 multi-district schools that currently offer them such as tutoring services to students in need of extra assistance, elective courses in a face to face format, and the opportunity to earn college credit with concurrent enrollment offerings at local community colleges. Although offerings vary among multi-district online schools, there were similarities in responses in regard to the reasons for choosing to add a face to face option.
Schools indicated that they are moving to include blended learning for a number of reasons:
• it contributes to the building of school community and student-teacher relationships
• it makes it easier to ensure adequate intervention
• schools believe it does or will increase student achievement
• student and family requests
Denver Online High School has been offering blended options since 2003. Denver Online High School currently provides opportunities for students at the Career Education Center in addition to using learning labs for one-on-one tutoring and instruction for various class meetings. The face to face component at Denver Online High School is optional depending on student needs. The ability for students to build relationships with teachers, receiving assistance needed to understand course content and the opportunity to have other learning opportunities opened to them are some of the positive impacts of including blended learning options.
No Child Left Behind legislation supports online learning. NCLB ensures that all students have the opportunity to learn. President Obama described the promise of personalized learning when he launched the ConnectED initiative last June. Technology is a tool that helps create personalized learning environments, but unfortunately, too many of our schools cannot support such environments. ConnectED is about establishing the building blocks for nearly every school to achieve this vision—by boosting broadband speeds through a modernized E-rate program, working to make learning devices and quality content available to all students, and ensuring that teachers have the support and professional development resources they need as they transition to a digital world. This ConnectEd initiative parallels the NCLB legislation.
Resources:
A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act-- Pg 6. (n.d.). A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act-- Pg 6. Retrieved 6/14/14, from http://www2.ed.gov/policy/elsec/leg/blueprint/publication_pg6.html#part6
Rice, K. (2012). 1. Making the move to K-12 online teaching: research-based strategies and practices (p. 8). Boston: Pearson.
Summary Report for Online Schools (2014) Retrieved on 6/14/14, from: http://www.cde.state.co.us/onlinelearning/schools