Running head: VARYING ASPECTS OF THE ONLINE K-12 CLASSROOM

Varying Aspects of the Online K-12 Classroom

Lydia B. Dunlevy
Regent University

VARYING ASPECTS OF THE ONLINE K-12 CLASSROOM

The online classroom is not new. However, since its introduction into the world, it has
evolved into an opportunity that has many different pros and cons, many different aspects, and
many needs for its success. Educators are always talking about innovation and how to work in
new and better ways. The online classroom has already proven its worth, begun its entrance into
the elementary realm, and we need to address its needs for development.
In 2010 The Chronicle of Higher Education highlighted the concerns and enthusiasms of
six well-informed, experienced individuals regarding the growth and quality of online education.
It was unanimous among the participants that online learning had all the qualifications to be a
proper place of quality learning. However, their advice and challenges to the education
community opened my eyes to all of the aspects of the online classroom that must be addressed.
Their concerns mainly included the need to define the standards of learning for both the online
classroom and the traditional university. One challenge was that of keeping small class sizes,
even though its tempting to use online classrooms to broadcast information. Furthermore, the
article challenged program designers to think creatively in order to make online classrooms as
effective as they can be (Masie et al,. 2010).
Oliver, Kellogg, Townsend, and Brady researched the needs of those who develop online
courses for students in elementary and middle school virtual classrooms (2010). Oliver et al.
found that the participants needs fit into two main themes, leadership guidance and
professional development (2010). These themes may sound familiar to you, reiterating from the
first article the idea that this mode of education is not so different an animal as we make it out to
be. Specifically speaking for course developers for online classrooms, these seems to be on the
forefront: Provide technical expertise on-site while building course... Provide regular feedback
and encouragement... Provide an overall vision but also specific guidelines and expectations...

VARYING ASPECTS OF THE ONLINE K-12 CLASSROOM

Provide information on target learners prerequisite skills and needs Provide well-timed, bitesized professional development Provide comparative models of course design Provide a
professional development orientation to course delivery tools. Provide an understanding of how
to assess learners online Provide an understanding of how to prepare online content within
copyright restrictions... Provide definitions and models of best practices with Web 2.0 Provide
an understanding of how to prepare documentation for course to assist in deployment efforts
(Oliver, et al., 2010). There are many needs to be met in the challenge to develop quality online
education for elementary and middle school students.
In a case study looking at the preparation of teacher candidates for K-12 online learning
environments, Williams and Casale found elements that contributed to the success of a
particular student (2015). In particular, they identified five: offering the field experience
virtually; including external and internal methods of information gathering to help facilitate the
teacher candidates inquiry about the virtual schools; including self-paced and guided
observation; providing guided hands-on experiential learning; and including on-site observation
(Williams & Casale, 2015). Despite the recent growth in the amount of online K-12 classrooms,
little has been done to current and new teachers to this different role. Williams and Casale cite
that only 1.3% of respondents in a study of teacher education programs actually provide virtual
experience to their teacher candidates (2015).
These articles speak to the needs of teachers, educators, and course developers in so
many ways. The important notions to take away are the value for this new mode of education,
the requirement to address it as its own new forum, the needs of developers, and the necessity of
preparing teachers to use these courses in the best ways possible. As an aspiring teacher, I wish
to receive these kinds of training in order to better educate my future students.

VARYING ASPECTS OF THE ONLINE K-12 CLASSROOM

References:

Masie, E., McCormick, A. C., Mendenhall, R. W., Salmons, J., Twigg, C. A., & Veletsianos. G. (October
31, 2010). Forum: Has the quality of online learning kept up with its growth?. The Chronicle of
Higher Education. Retrieved from http://0-chronicle.com.library.regent.edu/article/Forum-HasOnline-Learnings/125117.

Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle
school teachers developing online courses for a virtual school. Distance Education, 31(1),
55-75. Retrieved from http://0search.proquest.com.library.regent.edu/docview/598424349?accountid=13479

Williams, N. V., & Casale, M. J. (2015). The Preparation of Teacher Candidates for K-12 Online
Learning Environments: A Case Study. Mid-Western Educational Researcher, 27(2), 142151. Retrieved from http://0eds.a.ebscohost.com.library.regent.edu/eds/pdfviewer/pdfviewer?sid=d455a997-be284903-bbc9-a2f59952f807%40sessionmgr4001&vid=4&hid=4211