Misbehaving Toddler or Moody Teenager: Examining the Maturity of the Field of K–12 Online Learning

• In Event: Marriott Roundtable Session 8
  In Roundtable Session: Conversations About K–12 Online Learning

Abstract

Depending on the reference, the practice of K-12 distance and online learning (K12OL) began sometime between 1991 and 1996. Yet two and a half to three decades later, there is still little research to describe the K12OL student experience, which has resulted in a lack of understanding of the actual instructional model, nature of the curriculum, and type and amount of support employed by K12OL programs. Further, much of the available research is atheoretical, methodologically questionable, contextually limited, and overgeneralized. All these factors make the K12OL research that does exist of little value in guiding practice. This manuscript examines the maturity of research in the field of K12OL, with the goal of providing researchers with meaningful impact on future practice.

Author

• Michael Kristopher Barbour, Touro University - California