Virtual Schools and eLearning: Planning for Success

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dc.contributor.authorClark, Tom
dc.contributor.authorBerge, Zane
dc.date.accessioned2019-11-26T16:57:58Z
dc.date.available2019-11-26T16:57:58Z
dc.date.issued2003-01
dc.description19th Annual Conference on Distance Teaching and Learningen_US
dc.description.abstractVirtual schools are a rapidly growing phenomenon in American elementary and secondary (K-12) education. They are the latest and potentially the most controversial manifestation of the elearning revolution in schools. The terms "virtual high school" or "virtual school" are generally applied to any educational organization that offers K-12 courses through Internet-or Web-based methods (Clark, 2001). Virtual Schooling can be seen as part of a larger phenomenon, eLearning, a concept that is increasingly used in the K-12 environment to describe not only distance teaching and learning, but also the general use of educational and information technology in support of teaching and learning. The virtual schooling phenomenon is cresting several years after the maturation of eLearning in higher education, where there have been several highly publicized failures. Schools differ considerably from colleges in their funding mechanisms, student characteristics, policies, and other aspects. Excellent information about policy aspects of K-12 online schools has been provided by Blomeyer and his colleagues in sessions at the 2002 and 2003 Distance Teaching and Learning conferences. Based upon research and conversations with virtual schools, the first author developed a framework for describing virtual school initiatives through an initial study focusing on state-level efforts (Clark, 2000), and a second study looking at the full range of programs (Clark, 2001). The second study featured the first publicly available national survey of leading virtual schools. These studies and their frameworks have informed the planning efforts of several state-level virtual school efforts.en_US
dc.format.extent5 pagesen_US
dc.genreconference papers and proceedings preprintsen_US
dc.identifierdoi:10.13016/m2rtlt-o0yr
dc.identifier.citationClark, Tom; Berge, Zane; Virtual Schools and eLearning: Planning for Success (2003);en_US
dc.identifier.urihttp://hdl.handle.net/11603/16529
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Graduate School
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectvirtual schoolen_US
dc.subjecteLearningen_US
dc.subjectUMBC Instructional System Designen_US
dc.titleVirtual Schools and eLearning: Planning for Successen_US
dc.typeTexten_US

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