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Running head: K-12 DISTANCE LEARNING PROGRAM

Growth and Success of K-12 Distance Learning Program

Lisa Jordan
Regent University

K-12 DISTANCE LEARNING PROGRAM

Growth and Success of K-12 Distance Learning Program

The changing world of technology has brought about many new options in the
educational world, particularly in primary and secondary schools. The number of K-12 students
involved in online studies has grown exponentially over the past ten years. However, to be
completely successful, a well-constructed and thought out plan must be integrated first. With this
concept in mind, rigorous studies in various aspects of education must be conducted prior to
implementing a successful plan.
The number of students, according to Michael Barbour, Tamme Grzebyk, and John Eye,
has markedly increased from around 50,000 to more than two million over the past decade
(Barbour, p 115). The rapidly growing numbers may be contributed to the highly convenient
access and versatility of the media available; such as mobile devices. Mobile media enables both
students and teachers easier access to educational material (on programs such as Blackboard or
Edmodo) from practically anywhere. Adolescents in todays society, commonly considered a
digital generation, has become thoroughly comfortable with smartphones, tablets and laptops and
a naturally a part of their regular routine.
A programs success is highly dependent upon the research invested into it. As with
traditional education methods, the dynamics of distance learning has evolved with the joint
efforts of teachers and successful curriculum. According to Michael Corry and Julie Stella, a
conceptual framework is necessary and is described as a visual or written product, one that
explains, either graphically or in narrative form, the main things to be studiedthe key factors,
concepts, or variablesand the presumed relationships among them (Corry, p 135). Research
of online K-12 learning will help in many ways. First, by introducing a common lexicon. If

K-12 DISTANCE LEARNING PROGRAM

distance learning is discussed in a common language that can be easily understood all across the
board, then progress will continue. Standardization will enable educators to remain unified.
Corry identifies nine components that should be researched. These components include: teachers,
learners, materials, methodology, delivery, evaluation, administration international and history
(Corry, p 136).
In A Comprehensive Look at Distance Education in the K-12 Context, Kerry Lynn Rice
has indicated that researchers have attempted to identify methods that the distance education
programs would be best coordinated for traditional state and local systems of education (Rice, p
427). Methods of organization include aspects of hierarchy throughout each statewide district.
The online programs would be designated by statewide supplemental programs, district level
supplemental programs, single district cyber schools, multi-district cyber schools, and cyber
charters.
Along with an organized scheme of the educational programs provided for the distance
learners, research on the learners provides valuable information for the forms of successful
presentation. Identifying any at-risk learners or learners with disabilities as well as those with
advanced academic needs would help to target which methods to develop for each group of
students. Other aspects that would prove viable are the social skills of the learners and the
environment of the learners (Corry, p 137).

K-12 DISTANCE LEARNING PROGRAM

References
BARBOUR, M. K., GRZEBYK, T. Q., & EYE, J. (2014). ANY TIME, ANY PLACE, ANY
PACE-REALLY? EXAMINING MOBILE LEARNING IN A VIRTUAL SCHOOL
ENVIRONMENT. Turkish Online Journal Of Distance Education (TOJDE), 15(1), 114127.
Corry M, Stella J. DEVELOPING A FRAMEWORK FOR RESEARCH IN ONLINE K-12
DISTANCE EDUCATION. Quarterly Review Of Distance Education [serial online].
Fall2012 2012;13(3):133-151. Available from: Education Source, Ipswich, MA.
Accessed December 7, 2014.
Rice, K. L. (2006). A Comprehensive Look at Distance Education in the K-12 Context. Journal
Of Research On Technology In Education (International Society For Technology In
Education),38(4), 425-448.