A Dissertation Submitted to the Graduate Faculty

FACTORS IMPACTING THE DEVELOPMENT AND IMPLEMENTATION OF AN EFFECTIVE ELEMENTARY (GRADES THREE – FIVE) ONLINE PROGRAM

by

SHARON R SYNAN

A Dissertation Submitted to the Graduate Faculty

of the University of West Georgia in Partial Fulfillment

of the

Requirements for the Degree

of

Doctor of Education

CARROLLTON, GEORGIA

20??

CHAPTER ONE

INTRODUCTION

Public education and the school environment are both complex (Cohen, 2003). Shirky (2008) wrote of the hesitation to innovate in an organization stating, “more people will remember you saying yes to a failure than no to a radical but promising idea” (p.246). It is argued the organization of education is even more weary and hesitant to innovate than traditional business organizations because of the high stakes when dealing with students and their future, safety, and educational development. These high stakes tend to persuade leaders and policy makers in education to play it safe and do the things that have traditionally worked because they already know the results (Lehmann, 2008). Innovation and change in education have been notoriously slow but that is changing. “As we head toward the 21st century, the pace of change is accelerating” (BusickInos, 1992, pg. 2). Change is a process not an event (FullanStiegelbauer, 1991). Technology advancement is credited for having led to a change in the 20th century that was revolutionary, as the Internet provided new opportunities for learning (Hemschik, 2008). It has been said, however, in the 21st century change is not enough. In the 21st century education will need to be reinvented (McLeod, 2008).

Online learning opportunities in K-12 environments are growing tremendously. According to a study conducted by Blackboard (2009), 29% of middle school students and 36% of high school students had experience with an online class. These statistics represented an 80% increase in secondary education. The K-12 education environment is right at the threshold of unprecedented change and virtual education is central to the transformation (Lips, 2010; U.S.

Department of Education, 2009). Reports from past years indicate a significant increase in the number of states providing online K-12 programs (Watson, 2005, Gemin & Ryan, 2008; Watson & Ryan, 2006, 2007; Watson, Gemin, Ryan & Wicks, 2009). The number of students enrolled in virtual education is reported at 1.03 million in 2007-2008, and the student enrollment is increasing annually at 30% (iNACOL, 2009). Additionally, states like Georgia have adopted policy changes that have increased the sense of urgency to develop and provide more online and virtual opportunities for all students (Senate Bill 285, 2012).

Background

The policies, procedures, and ideas of K- 12 public education are changing. Recent trends in United States policy (Hassel & Terrell, 2004; U.S. Department of Education, 2004) support the continued expansion of online learning opportunities aimed at elementary- and secondary-school students (Rice, 2009). Online learning in the United States was used initially to allow school districts to offer courses they would not be able to offer otherwise (Watson &Gemin, 2008). As more scrutiny and high pressure to maximize online learning opportunities for K-12 students continues to expand so do the concerns and the scrutiny over evaluating the effectiveness and the ability to scale out the programs considering the costs, needs, and the barriers associated with new development (Freedman, Darrow, & Watson, 2002). The decisions that are made by leadership in schools and government on behalf of education have far reaching and in some cases unpredictable impacts not only on our systems of education but also on the students as individuals that are served. Blomeyer (2002) warns it is absolutely critical that further development and rapid growth be carried forward with great consideration and in a systematic process.

Online learning could potentially be a transformative answer to teaching and learning by making instruction more personalized and by enhancing the experiences and quality of learning. Online learning research has been shown as an effective alternative to improve student performance even among students of diverse groups (iNACOL, 2009b).

Forty-two states currently offer supplemental programs, full-time online programs, or a combination of both supplemental and full-time programs (Watson & Ryan, 2007). Cyber-schools are now operating at least to some degree within the state limits in every state (Long, 2004). Survey research by Project Tomorrow found that “both students and parents see online learning as a key to changing the traditional learning paradigm by providing instruction that is more individualized to students’ unique needs” (Project Tomorrow, 2012 p. 6).

Definitions of Key Terms

The following key terms are used in the research and referred to in the Literature Review.

1. ADDIE - which stands for Analysis, Design, Development, Implementation, and Evaluation.

2. Asynchronous communication: Communication where the message is stored until the receivers find it convenient to retrieve it. E-mail and computer conferencing are examples of asynchronous communication (Kaplan-Leiserson, 2011).

3. Blended learning occurs any time a student learns in part in a supervised brick-and-mortar place, away from home, and at least in part through online delivery, with some element of student control over time, place, path, and/or pace.

4. Cognitive load theoryhas been designed to provideguidelinesintendedtoassistin the presentation of information in a mannerthatencouragesthe activities of learners that optimize intellectual performance" (Sweller,vanMerriënboer,andPaas,1998,p.251).

5. Computer-mediated communication (CMC)Transmission and reception of messages using computers as input, storage, output, and routing devices (Kaplan-Leiserson, 2011).

6. Content creation tools are the tools that course designers and teachers use to create the content in online education courses (Kaplan-Leiserson, 2011).

7. Distance educationAn instructional program where the teacher and student are separated by physical space or time, or both. A variety of educational media can be employed – from workbooks or assignments (sent by mail), to Web-based learning environments, to high-end, room sized IVC systems (Kaplan-Leiserson, 2011).

8. E-learning is interactive learning in which the learning content is available online and provides automatic feedback to the student’s learning activities (Kaplan-Leiserson, 2011).

9. Facilitator is the on-site individual who assists students during a videoconference and helps them learn from a virtual teacher in either a synchronous or asynchronous situation (Kaplan-Leiserson, 2011).

10. Formative assessment: The assessment conducted as a part of the teaching: questions and assignments set to help the student learn effectively, but not used to determine the student’s course results (Kaplan-Leiserson, 2011).

11. Hybrid Course is a course of study composed of both traditional and virtual-learning elements (Kaplan-Leiserson, 2011).

12. Learning Management System (LMS) Software that automates the administration of

training events (Kaplan-Leiserson, 2011).

13. Learning objectA reusable, media-independent chunk of information used as a modular building block for e-learning content (Kaplan-Leiserson, 2011).

14. Online learning is teacher-led instruction delivered primarily via the Internet, and it includes software to provide a structured learning environment. Teachers and students are separated by geography.

15. Summative assessment: The assessment intending to determine a student’s overall level of performance on the course: questions and assignments, the grades or scores of which are used in determining the student’s course result.

16. Synchronous communication: Real-time communication such as for example online chatting and video-conferencing (Kaplan-Leiserson, 2011).

17. Virtual learningutilizes information and communication technologies to deliver instruction. Virtual learning is a term frequently used interchangeably with distance learning, online learning, e-learning, or Web-based learning (Kaplan-Leiserson, 2011).

18. Web-based learningis often referred to as online education, this is a course of study delivered via the Internet (or more specifically, the World Wide Web). Students have electronic access to the teacher and other students through e-mail, electronic bulletin boards, online chat rooms, e-mail lists, and so forth. A specific Web site is set up that allows students’ access to course materials and assignments in an “anytime/ anyplace” learning environment. In most cases, this is exclusively an asynchronous exchange between teacher and student. (Kaplan-Leiserson, 2011)

Introduction to the Problem and Purpose

No Child Left Behind was enacted in 2001. This law, among other things, requires a research base for educational decisions (NCLB, 2001). There is little researchavailable that explores K-8 online practitioners perspectives regarding pedagogical beliefs, the quality of online practices, and the support systems employed (Hemschick, 2008). The research that has been conducted on online learning is preliminary and very limited in regards to grades K-8 although the rise in the number of virtual schools and online courses that are available for this grade band has increased dramatically.

Presently, 80% of virtual schools use programs they have created on their own sometimes referred to as in house. It is important to note the use of commercial products has increased. Reasons given for the increase in use of commercial products has been found to be based on schools not having clear guidelines or models to pattern quality online or virtual education program design and development (Oliver, Kellogg, Townsend & Brady, 2010). Without a policy to drive online and virtual course development these programs potentially could come under scrutiny for lacking quality and credibility and thus hindering future growth (Smith, 2007).

Georgia Senate Bill 289 went into effect for all schools in Georgia on July 1, 2012. This Bill is known as the Online Education Act and requires all schools to maximize the online learning opportunities for students in K-12 grades. Further, the Online Education Act limits the use of content and programs that are utilized by schools to be approved by the Online Clearing House to ensure quality opportunities are being maintained (Senate Bill 289, 2012). Georgia Virtual School is currently the only approved provider of online content; however, no content or courses are available through Georgia Virtual School at this time to serve the needs of students in K-5th grade.

The purpose of this study is to explore and describe the factors that impact K-8 online learning. “The question of how effective distance learning can be with younger students has yet to be addressed” (Huett, Moller, Foshay and Coleman, 2008, p.64). Some unknowns include: policies that remove barriers and ensure quality for online education in K-8, the characteristics and needs of K-8 learners, best practices in development, design and delivery of K-8 courses and content, and finally the teaching strategies and pedagogy of K-8 online teachers.

A great deal of effort and attention has been given to instructional design of higher education and secondary education, but how that information and data applies to K-8 online environments is new and just in the beginning stages (Abram, 2005; Cavanaugh, Gillan, Kromrev, Hess, Blomeyer, & North Central Regional Education Lab, 2004; Rice, 2006). Teachers will also need a research base of teaching strategies to ensure that content is delivered to K-8 students in an effective way utilizing online resources as part of their pedagogy (QuiliciJoki, 2011-12).

Research Questions

In order to examine the factors impacting the development and implementation of an effective elementary (grades 3-5) online program the following research questions were used to focus the study.

What factors impact the development and implementation of an effective elementary (grades 3-5) online program?

1. Policies

• What policies directly impact the development and implementation of elementary online courses?
• What funding model yields the highest return on investment (ROI) for schools to obtain elementary online courses?
• How should elementary online courses be evaluated to ensure quality and rigor?
• How should elementary online administrators, support staff, designers, and teachers be evaluated?

1. Learners

• How does an effective design and development model of an elementary online course promote social learning among 3rd through 5th grade students?
• How does cognitive load theory[1] impact the design and development of an elementary online course for 3rd through 5th grade students?
• What are the informal indicators and clues elementary, online, student learners provide that signal satisfaction or frustration when engaged in online learning?
• What are the characteristics of elementary students who have the greatest potential of benefiting from being enrolled in online courses?

1. Design and Development

• What learning theories can developers of elementary online courses apply, and how, when designing and developing for third through fifth grade students?
• What are the appropriate style guides, interactive requirements, formative assessment requirements, and image guidelines when creating a development manual for online third through fifth grade elementary courses?
• What navigation features are most intuitive and easiest to manipulate for elementary students in grades three through five when accessing online courses through a learning management system?

1. Pedagogy

• What are the guidelines for communication when teaching elementary, three through five grade students, in an online course?
• What is the impact of timely, specific feedback in an elementary online course?
• What professional development is necessary before teaching an online elementary course, and what ongoing professional development is beneficial for elementary online teachers?
• How do administrators support and model instructional leadership for teachers of elementary online courses?

Significance of the Study

K-8 online education requires new skills and knowledge for teams of educators. These teams include administrators, teachers, parents, support systems like counselors and media specialist, but also designers and developers of online content and courses. Working collaboratively in a team effort with subject matter experts (SME’s) as well as instructional designers may be new to many educators. As the spread of online learning geared toward adult learners begins to work its way and trickle down to the secondary and elementary levels (Cavanaugh et al., 2004), K-8 research specific to the learner needs, development guidelines, policies, and pedagogy at this level is critical. Research at the K-8 level in online education provides an opportunity for exploring and finding new teaching strategies and support systems that could potentially enhance and benefit not only online programs but other environments with K-8 teaching strategies and support systems. In addition, online education requires educators who are fluent in 21st Century skills to meet student needs (U.S.Department of Education, 2004c).

The growth of K-8 online education requires a research base to identify themes specific to K-8 online education.The federal No Child Left Behind Act, through standards of accountability, requires educational leaders to base decisions on empirical research (U.S. Department of Education, 2005). Currently, administrators, policy makers, and teachers are making decisions regarding K-8 online education using a limited research base.

The findings of this research may add to the base knowledge by providing empirical research specific to the K-8 online learning and the factors that impact the design and development of quality programs and the effective implementation of these programs.

CHAPTER TWO

A REVIEW OF LITERATURE

Introduction

The purpose of this study is to explore and describe the factors that impacteffective K-8 online learning. A review of the literature is a foundation for the proposed study of K-8 online education by exploring the factors that influence online elementary education. Impacting factors include the instructor’s pedagogical beliefs, course designs, teaching strategies, and the support systems provided (Herrington, Herrington, Oliver, Stoney, & Willis, 2001; Kearsley, 2006; Konings, Brand-Gruwel, & van Merrienboer, 2005; Saba, 2005; Watson, 2005). The characteristics of K-8 online learners are a critical part of this study. However, research specific to this group is limited with most research regarding online learners to be generalized to higher education and secondary education (Barbour & Reeves, 2009).

In this literature review characteristics of successful online learners are researched to form a foundation based on the research from higher education and secondary education to build upon and to expand into the elementary sector. In the review of literature four major themes have been found relating to online learning. These themes are: policies, learners, course design and development, and pedagogy. This literature review will focus on each theme in detail.

Policies

In policy, the most important consideration is student learning. This ultimate goal guides policy development and decision-making. This may require policy makers to examine current policies for seat-time and removing them; replacing them with student-centered, competency-based approaches; or at least providing the flexibility for innovations and a shift from the traditional in schools and districts (Nagel, 2011). When planning for the future and in order to create a framework for best practices and policies in a 21st Century classroom, educators and policymakers examine research-based evidence of effectiveness to guide the process (RoblyerKnezek, 2003). The No Child Left Behind Act (2001) requires states to offer choices and alternative options for schooling for students who are attending schools that do not make adequate yearly progress. For some states and school districts online learning provides one option to meet that requirement of options (Huett, Moller, Foshay and Coleman, 2008).

The online learning format allows for the use of multimedia tools to be used when delivering course materials and content. This use of multimedia resources gives students greater opportunities to choose strategies that are most compatible with their learning styles and gives the student the ability to have control over the pace and direction of their learning (Thomson, 2010). For policymakers multimedia use and electronic device use brings with it issues of policies on the use of cellphones and other electronic devices for learning. Schools must have a policy and plan in place to handle multiple access points, provide instruction over digital technology literacy skills, ensure cellphone safety and ethical use, create a social contract, parental permissions, parent information rights, and gather feedback from students and parents (Millis, 2010).

Students in online courses have reported a benefit of online learning by having greater flexibility and control over the content;meaning the student can engage in the class anytime, anywhere in many cases, and they can repeat lessons if needed because they often have twenty-four hour access every day of the week (Cavanaugh, Clark, & Barbour, 2008; Li & Beverly, 2008; Wallace, 2005).