Teaching practices and student progress in Florida Virtual School

Distance Learning Intro Revised

Hello Kevin

Thank you for submitting the initial draft for my review. Here is my reply.

INTRO -- Is uploaded with requested revisions

Working on it -- when do you need it?

Waiting for your overview of the research problems, etc., the raw data, and the data from the state or national testing statistics that you refer.

Quotes: The original instructions did not say anything about not including direct quotes. I will do my best, but if you find they are not useful, then please, remove them and paraphrase in your voice.

Thank you for incorporating the questionnaire. I like the concept of the questionnaire, rather than using only database statistics. It shouldn't be a problem to obtain data; it could easily be done right away via telephone. My 15-year-old son takes some courses at FLVS. I will send it to you ASAP. I will need, from you, at a minimum, the data that you collect in a format ready to be analyzed, the scores (and scoring) specifically that you want included, and any other specific data that you want me to extrapolate. Once my part is done, you will need, though, to do a thorough rewrite of the document per your professor's instructions -- taking into account what you know from your coursework, work with the advisor/professor, etc.

2. Great!. & #8230;."case study examined the phenomenon of teaching practices of faculty and student progress in the Florida Virtual School. The study examined the experiences of at least 15 facilitators of blended online synchronous and asynchronous learning within the FLVS environment, as well as the use of generalized performance data regarding overall student performance at FLVS. Data were collected using semi-structured interviews.

Please Note: Student Progress in Florida Secondary schools is defined by state mandated test score results and course completion rates.

3. Introduction: Turnitin report shows 36% similarity rate -- this is too high. Please be sure to paraphrasing and aim for no more than 10%. Please see below for more information on introduction, and other statements. Do not submit the Bibliography or Appendecies. Also, direct quotes WILL come up on TII. There are also common phrases like "online delivery" and "attract and retain students" that are used in the literature, but not plagiarized.

4. Statement of the Problem:

More sources are needed. No information should be original and a source should follow nearly every sentence. You may need to add sources to buttress your understanding of this topic. Must be between 250 -300 words. A lack of research alone is not a compelling problem. Focus should be on the followings: How is this different? What is the evidence to support this? Does this difference result in negative outcomes? How is student performance? Is there a difference in performance? The problem statement should:

1) Demonstrate global problem to society. What is the problem? You list there are differences, but the differences are not stated and the outcomes are not presented

2) the specific problem. Lack of literature does not constitute a problem. Please use the literature to illustrate the problem the study will address Again, this is a personal thing for you because you will need to defend it. What is the specific problem YOU want to investigate?

Also include what perspective is represented? For example, is the problem an individual level problem, an organizational problem, an industry problem, or a social problem? What is not known that should be known and what are the potential negative consequences to the field of study if the proposed research is never conducted? These questions can help to identify the problem that needs to be addressed and the theories relevant to predict, explain and understand the problem. Present a general issue/observation that is grounded in the research literature and leads to the need for the study (in most cases scholarly citations within the last 5 years are required to document the general and specific problem). Follow with a focused, documented problem that directly reflects and leads to the need for a research response. Ensure that the concepts presented in the Problem Statement lead to and align directly with the Purpose Statement. Use of a "logic" map is highly recommended in order to ensure direct alignment and avoid "surprises" among the key elements: problem ( purpose (research questions (proposed method and design. The perspective questions will need to come from your viewpoint so they may be defended. There are several ways these can be answered, I have given you broad strokes of theories and organizational methodology for this.

Note: Clear and precise definitions of key words upon first use and consistent use of key words throughout the paper will also help ensure alignment.

5. Key Terms:

Must have APA citations for each term, both parenthetical and reference page. Thanks Done for you.

6. Methodology is incomplete. Who will comprise the sample? What is the sample size? Source to justify sample size? What are the instruments? What is the data to be collected? How will the data be analyzed? This I am waiting for you to supply.

7. The introduction and problem statements are all focused on higher education. This creates a misalignment with your sample of K-12. Please either adjust the study to reflect the literature or revise the literature to align to the study. I have fixed this, but on each individual comment from the instructor, you should be prepared to revise the document. Strictly, I am not supposed to do anything on a document that an instructor has reviewed (a legal thing). Also, many of the comments are not that a or b was done incorrectly, but that the instructor would like you to elaborate, use more info, etc. The idea of our services is to provide you with a template so that you can take this forward; we are not, unfortunately, able to reedit the documents again and again based on instructor comments. I have taken care of the most pressing, but you should be prepared to do some significant additions that are in your own words, using your own thoughts since you are working with this advisor on the project and have taken the appropriate courses.

Introduction

Many educational institutions are forced to find a way to adapt to a shift in stakeholder expectations, budget cuts, and a substantial evolution of the demographic make-up of the universe of students. These shifts resulted in a paradigm shift for educational providers, now increasingly needing to utilize online delivery in order to attract and retain students. Education must evolve using technological tools to meet the expanded needs of new stakeholders. In fact, over the past decade there has been a 150% increase in the number of students selecting distance learning courses as a preference or a supplement to classes. Indeed, almost half of all faculty members at the K-12 and Junior College levels believe virtual learning to be essential to a 21st century classroom (Edtech, 2012). The medium of distance learning has a clear effect on the message, the participants, and the faculty. How effective online courses may be is interdependent on not only the technology driving the system, but the manner in which instructors revise their teaching style and curriculum (Dede, 2004).

While distance education has a historical background dating to the mid-19th century, it was the technological revolution post 1990 that played a vital role in the dissemination and acceptance of the medium (Larreamendy-Joerns & Leinhardt, 2006). It was the technological revlotion and more robust amounts of computing and communications power that led the way to the current preponderance of distance education globally (Rumble, 2007). Recent technological advancements in educational technology have opened new opportunities for colleges and universities in online learning (Arnold, 2007). Despite these opportunities and unprecedented growth in the delivery of online education, the direct effect on students and faculty is not nearly as staggering (Sprague, Maddux, Ferig, & Albion, 2007). However, recent technological advances in voice and video over the Internet have repositioned online learning as a viable alternative to face-to-face learning through the use of synchronous or real-time interaction between learners and instructors (Sprague et al.).

The current scholarly literature focusing on distance learning may be divided into four basic categories: 1) History and culture of distance learning; 2) the online learning environment; 3) Impact of emerging technologies on curriculum design, and; 4) Increasing sophistication regarding assessments and learning outcomes (Hunt, 2005, p. 4). A literature review revealed research on synchronous, both face-to-face and live online, course delivery, asynchronous course delivery, and the blended model of face-to-face and asynchronous course delivery. Current research fails to identify best practices for delivery of higher education through the blended online synchronous and asynchronous environment.

Statement of the Problem

Vast improvements in technology have provided educational institutions new opportunities by broadening educational delivery systems. Technology now provides learners with synchronous and asynchronous learning environments more closely mimicking the traditional classroom delivery. As educational institutions continue to expand learning opportunities for students into the online environment, there are obvious issues of quality of instruction and curriculum. The general challenge in online education is the failure to embrace the paradigm that online programs are fundamentally different than traditional pedagogy, and must include alternative ways to link learning styles and learning outcomes. Failure to acknowledge the difference and to adjust delivery to meet the delivery medium runs the risk or providing ineffective instruction. The specific problem is that although there is a body of literature addressing online learning there is little research addressing best practices for teaching in a blended online synchronous and asynchronous model (Carr-Chellman, et al., 2001; Freeman and Field, 2004).

The current qualitative case study examined the phenomenon of teaching practices of faculty and student progress in the Florida Virtual School. The study examined the experiences of at least 15 facilitators of blended online synchronous and asynchronous learning within the FVS environment, as well as the use of generalized performance data regarding overall student performance at FVS. Semi-structured interviews in combination with a meta-analysis of student progress based on reporting institutions were the primary locus of data collection.

Purpose of the Study

The purpose of the current qualitative case study was to examine the teaching practices of faculty at the Florida Virtual School, using the combination of a blended online synchronous and asynchronous learning environment in order to identify some best practices. The participating institution, Florida Virtual School, is located in the State of Florida and provides K-12 Education solutions not only to Floridians, but to U.S. And global students. Because the study examined the phenomenon of teaching practices of faculty at the participating institution using the blended online synchronous and asynchronous learning environment, a qualitative case study method was appropriate

Research Questions

The current case study identified and described the teaching practices of a unique educational institution, the Florida Virtual School, engaged in online course delivery utilizing a blended model of online synchronous and asynchronous learning. The research question that directed the current study are:

Q1 -- What best practices do faciltators find effective to apply to online higher education using the blended online synchronous and asynchronous model?

Q2 -- What strategies and technologies do faculty employ to facilitate effective online learning at the participating institution?

Q3 -- Did the participating institution meet state mandate Academic Yearly Progress goals?

These research questions will be explored by using a platform of interview questions combined with data collection from primary reporting agencies regarding school performance statistics.

Nature of the Study

The goal of the current study was to assess what practices, strategies, and technologies faculty employ to facilitate effective online learning at the participating institution. A better understanding of effective online teaching practices in the blended online synchronous and asynchronous learning environment provides faculty and leadership opportunities to improve institutional practices. Research results provide the institution the opportunity to improve the learning environment of the online higher education classroom, improve the overall learning experience for the institution and the learner, support the transition of pedagogy necessary for effective online instruction, and provide guidance for face-to-face faculty as they transition to an online learning environment.

Theoretical Framework

Expanding education into the online forum raises concerns about instructional quality (Freeman & Field, 2004). A better understanding of effective online teaching practices in the blended online synchronous and asynchronous learning environment provides leadership opportunities to improve instructional practices. The results of the current study provide the leadership of the study institution the opportunity to improve the learning environment of the online educational experience, to support transitioning from face-to-face models to effective online delivery, and tools to aid in the transition to a robust online environment. Kuhn (1996) noted that a discipline requires large numbers of thoroughly implemented case studies in order to provide a systematic production of examples. Failure to provide such examples renders the discipline ineffective (Kuhn). The current study adds to the body of case study research critical to understanding a growing field within the discipline of higher education. The results of the current study provide institutions utilizing the blended online synchronous and asynchronous learning platform an example against which they might examine their own institutional processes and pedagogy as it relates to distance learning.

Summary and Assumptions

For the purposes of the current study it was assumed that, by selecting educational experts, participants would be committed to quality online education and as such willing to answer questions honestly and without bias. Research indicated that faculty commitment to online education increased with experience (Farinella, Hobbs, & Weeks, 2000). This assumption appears reasonable given the experience and continued commitment of participant faculty to teaching in the online environment.

The study was limited by its size and scope. The study was confined to interviewing X faculty participants at a single institution. The X participating faculty represented approximately X percent of the total online faculty at the study institution. The study was limited to interviewing faculty having taught greater than six courses in the blended online synchronous and asynchronous learning model. In order to capture the depth of knowledge necessary for the study, a minimum level of experience in the online blended environment was prescribed. Recognizing a minimum course requirement as a limitation acknowledges the potential loss of valuable input from faculty having taught fewer than 6 online courses.

Educational institutions are also businesses. As such, they are affected by the Internet and must respond by incorporating new technologies into the everyday processes of conducting business. In education, the Internet acts as a facilitating mechanism for course delivery to an increasingly diverse and geographically dispersed student body (Bryceson, 2007). Like other business practices. The teaching practices associated with online course delivery require evaluation to ensure that best practices are employed. Implementation and maintenance of a distance education program requires leadership to examine how teaching and learning practices change to meet the needs of the students, faculty, and the institution (Offir et al., 2004).

The transition from the traditional face-to-face classroom environment to the cyberspace environment has resulted in a significant body of literature examining the pedagogical practices of online learning (Nkonge & Gueldenzoph, 2006; Tallent-Runnels et al., 2006). However, there is a lack of literature examining the online blended synchronous and asynchronous delivery model where synchronous classes are held in a real-time format. By providing additional data that may be extrapolated, the current case study research adds to the body of literature by examining the blended online synchronous and asynchronous learning model. The findings of this research potentially provide leadership and faculty opportunities to improve institutional and student online learning experiences, improve associated administrative practices, and improve the support for faculty transitioning from the face-to-face learning environment to online teaching. In addition, Chapter 2 provides a review of literature relevant to theories of learning and instruction along with a review of the history and trends in the e-learning environment.