What+the+Research+says


 * Recommendations **

While some schools are making the Blended Learning work, there are still obstacles preventing this model from achieving its full potential. In their report //The Rise of K-12 Blended Learning//, Horn & Staker (2010) make the following recommendations for improving the Blended Learning model. The report calls for:
 * Integrated systems that support the seamless assimilation of online content from different sources into the student experience, while allowing student achievement data to flow easily across the school in real time. School operators also should have a data dashboard that integrates academic progress, attendance, behavioral data, college planning, and more, all in one place in an actionable and simple format;
 * Hundreds of hours of high-quality, dynamic content aligned to standards;
 * Analytics;
 * Automation; and
 * Enhanced student motivation through applications that engage and incentivize students in their own learning through social networks, games, and rewards.


 * Teaching Standards **

Additionally, with the prevalence of online teaching and learning on the rise across the nation, the International Association for K-12 Online Learning (iNACOL) has revised its existing standards for high-quality teaching in online and Blended Learning programs to address the need for more personalized learning.

“The new standards focus on providing teachers with a set of criteria for effective online learning and aim to guarantee that the teachers are better able to understand the technology, new teaching methods, and digital course content … to foster an personalized online learning environment for every student,” said Susan Patrick, president of iNACOL. (source)


 * 1)  The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.
 * 2) The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.
 * 3) The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.
 * 4) The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment.
 * 5) The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.
 * 6) The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.
 * 7) <span style="color: #222222; font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.
 * 8) <span style="color: #222222; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ success.