Research Needs and Trends in K-12 Online Learning
Kathryn Kennedy
International Association for K-12 Online Learning
Abstract: K-12 online learning is spreading across the United States and beyond. Within the 27
state virtual schools, enrollments reached 619,847, a 16% increase from last year. Supplemental
enrollments, including those in hybrid settings, are often indeterminable due to antiquated or nonexistent student data systems. This session shares the latest research in K-12 online learning. In
particular, three major topics are identified including the emergence of blended learning models,
the datedness of key traditional policy and how the field is updating them, and the transformative
roles of educators that help to best meet the needs of these new models, systems, and policy.
iNACOL shares the work of researchers who are on the forefront of this ever-expanding reform
movement. At the same time, iNACOL will share the needs of the K-12 online and blended
learning practitioner community.
K-12 online learning is spreading like wildfire across the United States and beyond. Due to the
varying nature of program models, for example, blended, hybrid, and online, tracking student enrollment is
difficult; within the existing 27 state virtual schools, enrollments reached 619,847, in 2011, serving as a
16% increase from the previous year. When taking into account supplemental enrollments, including those
in hybrid and blended settings, the numbers are indeterminable due to antiquated or non-existent student
data systems. The latest research and trends in K-12 online learning are telltale signs of the changing
landscape of the education field. In particular, three major topics are identified and explicated inclusive of
the emergence of blended learning models, the datedness of key traditional policy and how the field is
updating them, and the transformation of the roles that education professionals assume to best meet the
needs of these new models and policy. The work of researchers who are on the front lines of this everexpanding educational reform movement help to better understand where the field is and where it might go
in the future.
The fastest growing trend and area of research in K-12 online learning is the emergence of blended
learning models, which is a focus for our organization. A recent Innosight report classified four models,
including rotation, flex, self-blend, and enriched-virtual (Staker & Horn, 2011). Rotation model centers
around the students being directed by an instructor to rotate from one mode of learning to another, and one
of those modes is online learning. The flex model is where students have the majority of their learning
delivered online and they can move between modes of learning at their pace while the instructor is there for
support rather than dictate the student’s learning path. The self-blend model allows students to take a
course in addition to their traditional courses. Typically, there is an instructor in the online course, and
he/she would be the instructor-of-record. The final model is that of the enriched-virtual where the students’
school experience is divided between a traditional school and an online learning environment. As new
programs emerge, lines between these modules are tending to blur, and time will tell if they hold true in the
future.
The second trend in research in K-12 online learning is the datedness of key traditional schooling
policy and how the field is updating them. One of these dated policies is that of truancy. Attendance is
easily tracked in a traditional, brick-and-mortar school, however, it is not so easy enforcing presence in an
online environment. Online schools, especially those that are funded by state funding, must monitor student
attendance and ensure that the students are logging in, engaging with the content, and completing necessary
assessments to pass courses. Using policy analysis, Bender, Archambault, and Kennedy (2012) describe
how attendance and truancy laws apply to online students and explore the notion of cyber-truancy. Within
the context of Minnesota Virtual High School, one of the first schools to develop online attendance
policies, Bender, Archambault, and Kennedy explore the impact and significance of enforcing cybertruancy
policy and find that many schools, districts, and states are not approaching this issue. In addition to
cybertruancy is the age-old mandate of seat time and how that is tied to student learning. Seat time does not
translate to K-12 online learning, and many educators are pushing policy changes to allow for mastery or
competency-based learning. Competency-based learning is one of the main focuses of our organization, the
International Association for K-12 Online Learning (see http://www.competencyworks.org/). While
mastery learning is not a new concept, and it’s based on providing students with what they need in order to
achieve one piece of learning at a time before they move to the next piece (Davis & Sorrel, 1995). It’s
application in online learning is key to the success of all learners.
The third emerging area of research in K-12 online learning is that of the transformation of roles
that education professionals assume to best meet the needs of these new models and policy. Study after
study have shown that students who are motivated, self-regulated, independent and good time managers are
the ones who thrive in online learning (Land, Nwadei, Stufflebeam, & Olaka, 2003; Parker, 1999). More
and more, K-12 online schools are seeing a change in their enrollment to those who may not have these
skills and, therefore, need additional support to succeed. The support that students receive varies from
program to program, but typically, they are considered site facilitators. These facilitators act as mentors and
touch base with students to see how they can help (Keane, Irvin, de la Varre, & Hannum, 2010). While they
often are not responsible for content, they are often present physically or easily contactable (Irvin, Hannum,
Farmer, de la Varre, & Keane, 2009). Because most research has focused on teachers and their preparation
and support, there is a lack of knowledge regarding the facilitators’ role in supporting students’ learning
(Cavanaugh, Barbour, & Clark, 2009). de la Varre, Keane, and Irvin (2011) interviewed facilitators for and
online instructors of students taking an advanced online course in rural high schools across the U.S. They
found that facilitators contributed to students’ educational experience in the online course primarily by
supporting and encouraging students as well as setting the learning climate. Furthermore, facilitators were
reportedly more involved in direct instruction than the online instructors were aware. In sum, facilitators
may increasingly play more of a central role in the success of students in and directly address several
important aspects of online courses. Additionally, a recent phenomenological study sought to understand
stakeholders’ perceptions of the benefits and challenges of high school supplemental online learning for
credit recovery (Pettyjohn, Kennedy, & LaFrance, 2012). In this single case study design, participants
included 12 high school students enrolled in supplemental online learning for credit recovery, two content
teacher monitors and four graduation coaches. Additional to other findings from this study was one where
the at-risk students acknowledged benefits of online learning and admit they outweighed the challenges;
however, there was still need for a strong support system, a trusting one because the students needed
instructional support in their online credit recovery courses.
So, where do we go from here? Armed with the latest research, where does it put us in moving the
field of K-12 online and blended learning forward? Moving forward, quality assurance is key in the student
learning experiences within K-12 online learning. Because each program varies significantly, it would pose
useful to have a flexible idea of what education will look like in the future. And given the three topics
described above, there is still much to explore when it comes to promising practices to determine what
works best in each situation. The bottom line is the student and what model works best for that student.
References
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