Running head: K-12 Online Learning

Review of K-12 Online Learning

Kelli B. Floyd
UIS 350 Fall 2014

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Review of K-12 Online Education
Online learning is now reaching new bounds as more and more states are adopting such
requirements. In most states high school students are required to attend at least one class in an
online learning environment. Technology and education are becoming abundantly intertwined
and future educators must take note of new advancements. Each of the following articles
discussed elaborates on different obstacles and advancements that must be considered by present
and future educators in order to properly instruct children of the twenty-first century.
Literature Review
In the first article, Online Learning for K-12 Students: What Do We Know Now? the
author discusses many important factors necessary for successful online learning of K-12
education. The article collectively discusses the growth of online education or e-learning and
compares initiatives from the past with new-age emergences. The author focuses on such areas as
integrating online curriculums that effectively coincide with critical educational standards, as
well as the obstacles faced by the educational systems, the schools and the faculty when
approaching online education. E-Learning should be about creating and deploying technology
systems that enable constructive human interaction and support the improvement of all teaching
and learning (Blomeyer, 2001). The article maintains the importance it is to not only use
technology as a tool but to make sure the technology is used to its potential and for a purpose.
The second article, Best practices in teaching K-12 online: Lessons learned from
Michigan Virtual School teachers compiles evidence of successful online teaching for grade
levels K-12 from sixteen virtual teachers within the Michigan School System. The article
discusses many topics, including the importance of technological knowledge for teachers,
strategies for assessment, engagement and providing an impacting learning experience for

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students. The authors also discuss ways of providing support and encouraging communication
and socialization amongst classmates. Also discussed in detail is the lack of research done in
assisting with the research of K-12 online education. Armed with valid and reliable feedback
regarding best practices, it will (be) possible to build the framework for an online education
certification that will help to promote a standardized model for exemplary instruction in K-12
virtual schooling (DiPietro, Ferdig, Black & Preston, 2008).
In the final article, The Effects of Distance Education on K12 Student
Outcomes: A Meta-Analysis, the authors focus on the similarities between traditional and online
classroom education. The article in detail approaches the specific factors that influence student
learning (Cavanaugh, Gillan, Kromrey, Hess & Blomeyer, 2004) in both the online and
classroom environments. The article discusses the many spoken misconceptions of online
education, such as lack of socialization and the difficulty of grasping more advanced topics of
math and science through a virtual classroom. To support the effectiveness of online K-12
education the authors point out several characteristics of success that students and instructors
must adapt to in order to allot online learning its full potential. The authors also elaborate on the
learning skills of which younger children differ from adult learners, and the importance of
providing meaningful learning activities.
Online instruction is making huge strides among todays K-12 audience and future
educators must be able to adapt and promote a successful learning experience. Online learning
has many great qualities as it can be used as a tool to reach every different learning style, but
educators must be able to present the knowledge in an effective manner. Future K-12 educators
must stay on top of new technology and research in order to promote a positive introduction to
virtual learning.

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References
Blomeyer Ph.D., Robert L. (2001). Online Learning for K-12 Students: What Do We Know
Now? Naperville: North Central Regional Educational Laboratory. Accessed from:
http://www.blomeyerandclemente.com/Documents/NCREL%20ELearning%20Synthesis%20(rev.).pdf.
Cavanaugh, C., Gillan, Kathy J., Kromrey, J., Hess, M., & Blomeyer, R. (2004). The Effects of
Distance Education on K-12 Student Outcomes: A Meta-Analysis. Naperville: Learning
Point Associates. Accessed from: http://files.eric.ed.gov/fulltext/ED489533.pdf
DiPietro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best practices in teaching K-12
online:Lessons Learned from Michigan Virtual School Teachers. Journal of Interactive
Online Learning, 10-35. Accessed from: http://iols.gmu.edu/assets/761/Article2e.pdf