Running head: Online Learning Resources

Online Learning Resources

Joshua Worley
Facilitating Online Learning (ITEC 7482)
Kennesaw State University
M.Ed. Instructional Technology, Spring 2015

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Questions about Online Learning

When discussing online learning there are many questions to be asked. Policy makers
want to make sure that implementing online education is a wise investment. Stakeholders want to
know how it works and if it is what is best for students. Southern Regional Education Board
(SREB) and the International Association for K-12 Online Learning (iNACOL) have a wealth of
information regarding online learning.
Both the SREB and iNACOL have so many resources that it was initially difficult to
narrow my focus to two. Overcoming Doubts about Online Learning is a publication produced
by SREB and written by William R. Thomas. Access and Equity for All Learners in Blended
and Online Education is a publication produced by iNACOL and written by Raymond Rose.
SREB
Many stakeholders want to know if online education works. In Overcoming Doubts
about Online Learning, Thomas addresses this concern fully. He argues that there is a shift in
online education, where the focus moves from the teacher teaching to the students learning. How
do we know that online students are learning as much, if not more, than students in a traditional
classroom? This question is very important and must be answered, because it is tied to funding.
The most logical answer is to conduct research to determine the effectiveness of online
programs. According to Thomas, the problem with this line of thinking is that by the time you
conduct research on the strategies, modes of learning, and evolving technology, they have
changed. He states that it is like aiming at a moving target. Once studies are designed, the
online methods or technologies change.

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Even with the constant changes in technology and teaching methods, online education is
working. Research shows that online and hybrid classes produce stronger student learning
outcomes than those in traditional classrooms, and are more conducive to one-on-one instruction.

Research in Louisiana concluded that:

All online teachers of mathematics were certified to teach secondary math, while only 85
percent of math teachers in traditional schools were certified to teach secondary
mathematics.

Higher levels of interaction about the course content: online 84%, traditional 68%

Online students outscored their peers in traditional classrooms on 18 out of 25 items on a

post-test.

It was very interesting to see that virtual schools in SREB states started out by offering
courses that would not otherwise be available to their students. Legislators focused on an area of
nonconsumption (Christensen, 2011). These legislators voted to offer online education even
when it meant double funding, because they believed that equity of access to courses outweighed
the cost.
iNACOL
Access and Equity for All Learners in Blended and Online Education focuses on the
fact that online programs should be available to all students regardless of their ability, race,
gender, or socioeconomic status.
The author argues that if students are required to provide their own technology, then you
are potentially denying them equal access to that program. Also, the report states that it is not a

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good idea to have a test to identify who can participate in online classes, because it is almost
impossible to have a test that can predict if a student will be successful in an online environment.
Rose suggests providing students with an online orientation to help the student identify if online
education is suitable for them before it affects their transcript.
One of the most challenging issues addressed in the research is accessibility of the course
and course content. Making materials accessible is not always easy and is usually time
consuming, but it is necessary to ensure that all students have equal access. This task is so
important that it often is the job of the course designer. The U.S. Department of Educations
Office for Civil Rights (OCR) monitors schools compliance with federal civil rights legislation.

The most recent violations are:

24/7 access if the student has access to the course 24/7, then aide must be
provided 24/7.
Color choice color selection is important due to 7-10% of the population being
somewhat colorblind.
Tag graphics used for screen readers
PDFs should be made as searchable text
Transcript audio materials
Caption all video
Content must be accessible to students who can only use the keyboard
The research that I have read has been very helpful in helping me understand that online
education is working and how to make it work for everyone. However, I do still have some
concerns with online learning. How can you prevent or discourage cheating in an online class?
How do you know if you are looking at your students work or the work of their parent? How do
you provide every student with the technology they need and ensure that it will be returned in the
same condition? Who is responsible when there are technical problems with the computer?

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References
Christensen, C., & Horn, M. (2011). Disrupting class: How disruptive innovation will change the
way the world learns. New York: McGraw-Hill.
Rose, R. (2014). Access and Equity for All Learners in Blended and Online Education. INACOL
Reports, 26-26. Retrieved March 9, 2015, from
http://www.inacol.org/resources/publications/inacol-reports/#8311
Thomas, W. (2009). Overcoming Doubts About Online Learning. SREB Educational Technology
Cooperative, 10-10. Retrieved March 9, 2015, from
http://publications.sreb.org/2009/09T02_Overcoming_Doubts.pdf