Many involved with the practice or study of K-12 online and blended learning are familiar with the American context. It surrounds us in the media and published research. However, online and blended learning is occurring in meaningful ways to address specific K-12 student needs all around the globe. There are several areas where the international practice is consistent with what we know about the United States (e.g., similar evolutions, early initiatives were government-funded, many of the labels are similar). At the same time, there are some key differences internationally (e.g., the prevalence of legacy forms of distance education, a lack of online learning below the secondary level, and blended learning being seen as a form of technology integration). While far less is known about K-12 online and blended learning in international contexts, programs in these jurisdictions are just as keen to tell their own success stories and undertake cyclic research to improve the design, delivery and facilitation of their programs.
Barbour, M. K. (2014). A history of international K-12 online and blended instruction. In R. Ferdig & K. Kennedy (Eds.), Handbook of Research on K-12 Online and Blended Learning (pp. 25-50). Pittsburgh, PA: Entertainment Technology Center Press, Carnegie Mellon University.