Document Type
Conference Proceeding
Publication Date
2015
Abstract
While there has been some improvement in what is known about supplemental K-12 online learning, there continues to be a lack of evidence to guide the practice of full-time K-12 online learning. This paper concludes that despite considerable enthusiasm for full-time virtual education in some quarters, there is little high quality research to support the practice or call for expanding this form of virtual schools.
Recommended Citation
Barbour, M. (2015). The Disconnect Between Policy and Research: Examining the Research into Full-Time K-12 Online Learning. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 1438-1445). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Online and Distance Education Commons
