Examining the extent and nature of online learning in American K-12 Education: The research initiatives of the Alfred P. Sloan Foundation

详细信息	查看全文 | 推荐本文 |

• 作者：Anthony G. Picciano^a ; ^{apicciano@gc.cuny.edu} ; Jeff Seaman^b ; ^{jseaman@seagullhaven.com} ; Peter Shea^c ; ^{PShea@uamail.albany.edu} ; Karen Swan^d ; ^{kswan4@uis.edu}
• 关键词：Online learning ; Distance learning ; Blended learning ; Distance education ; Asynchronous learning ; Primary education ; Secondary education ; K-12 ; Survey research
• 刊名：The Internet and Higher Education
• 出版年：2012
• 期刊代码：51_10967516
• 类别：soc
• 出版时间：March, 2012
• 卷：15
• 期：2
• 页码：127-135
• 文件大小：1619 K

摘要

In 1992, the Alfred P. Sloan Foundation began its Anytime, Anyplace Learning Program, the purpose of which was to explore educational alternatives for people who wanted to pursue an education via Internet technology. Part of this grant activity was a research award to the Babson College Survey Research Group to examine online learning in American K-12 education. Three studies were conducted based on national surveys of school district and/or high school administrators. The focus of these studies was twofold: one, to examine the extent and nature of online learning in K-12 school districts; second, to examine the role of online learning in high school reform initiatives. The purpose of this article is to share the findings from these studies and to look critically at what they mean for the future of online learning in American K-12 schools.