clark_cavanaugh

Back **Research & Evaluation for K-12 Online Learning** //This session focuses on asking answering questions that strengthen K-12 online learning programs. Program administrators, evaluators, and researchers will share their approaches to identifying questions that link to improving practice and methods that lead to insights for managing online learning environments, both for increasing quality and effectiveness and for meeting accountability needs. We will also share updates on K-12 online education programs that are in planning stages at the U.S. Department of Education. Participants will be asked to contribute their ideas on successful practices and lessons learned, and ways to strengthen research and evaluation practice.//

PRESENTERS: Bernadette Adams Yates, U.S. Department of Education Marianne Bakia, SRI Cathy Cavanaugh, University of Florida Tom Clark, TA Consulting Curt Fuchs, Missouri Department of Elementary and Secondary Education Kathryn Kennedy, University of Florida Susan Lowes, Teachers College Columbia

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AGENDA: 1:00pm Overview and introductions (Tom Clark) Definitions Why does the field/your organization need R & E? Introductions (from brief bios)

What is program evaluation? focus moving away from scientific research What is research? develop and add to knowledge

1:15pm Overview of new US Dept. of Ed. initiatives related to VS R & E - Bernadette Adams Yates and Marianne Bakia (45")

2:00 pm Large-scale R & E use in VS -- Research High enrollment studies in SVS - Cathy Cavanaugh with Curt and Tom (15")

2:15 pm An approach to using R & E in VS --Cathy Cavanaugh (15) Identifying R & E needs Formulating R & E questions Planning for implementation/ Selecting methods (with Kathryn Kennedy) Using R & E outcomes

2:30 pm Examples of R & E use in VS -- Evaluation Using a Limiting Factors Approach When Evaluating a VS - Susan Lowes (15") Evolving evaluation of an SVS - Tom Clark (15") Internal evaluation in an SVS: systematic course review - Curt Fuchs (15")

BREAK 3:15-3:30

3:30 pm Structured discussion (20") How can my organization use program evaluation for improvement and accountability? Small group activity facilitated by 1-2 panelists in each group. Presentation of group findings (10")

4:00 pm Structured discussion (20") How can my organization participate in educational research that advances the field/informs our program? Small group activity facilitated by 1-2 panelists in each group. Presentation of group findings (10")

4:30 Future of R & E Intro - Cathy & Tom (5") Including discussion of policy studies in addition to effectiveness studies, to address teacher prep, costs, admin practices, and legislation Structured discussion (20") What are some priority areas for future research and evaluation? Whole group activity, presenters gather ideas on cards/posters and wiki/group space.

Roundtable Discussion - Quality (summary of one table's discussion posted by David Rankin) Two major areas of focus: 1. Placement of students in the program 2. Measuring quality courses
 * Should students complete a self-assessment or a set of tools they need that might help them decide whether they should take an online class?
 * Placing the assessment responsibility on school counselors/administrators may be a limitation
 * Considerations for self-assessment need to be different depending on the model of online learning program and the goals of the program; such as credit recovery versus advanced placement or synchronous versus asynchronous models
 * Pre-assessments don’t always accurately predict student success
 * Given the research on indicators of success – everyone student’s self-assessment will be different
 * Shared belief that giving students the right support should result in success in any learning environment
 * Student reasons/need for taking the course helps to drive the nature of their participation as well as the course expectations, pace, structure, all of which contribute to success
 * What are some of indicators/measures that are used to determine course quality
 * Standards (SREB/iNACOL)
 * Teachability of the course
 * Student performance/achievement indicators
 * Length of time it takes students to complete assignments
 * Important to gather student data regarding the courses/lessons
 * Actual online teacher feedback is critical
 * Teacher/course liaison model
 * Communication level – student to student interactions
 * Measures will be tied to goals – example goal of the program is whether students can transition; look at mentoring, role models in the community
 * Tied to goals of school division or the state – if saving money is the goal then “cheap” courses may be considered quality

3. General research & evaluation topics
 * Integrating evaluation into your program as you develop it
 * How to evaluate online teachers, especially when you don't have direct instructional supervision
 * What role do teachers play in course quality or learning outcomes
 * Attrition issues - who drops out and why
 * Success of student subgroups - special education, autistic, credit recovery
 * Good sources for practitioners on what the research says about VS in credit recovery and other areas - iNACOL publications []
 * Limited number of K-12 empirical research studies
 * Opportunities for active researchers to network: iNACOL research SIG

4:55 Summing up and adjourn

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