Think Virtual Schools - A Global Expansion
Even though the majority of information presented here
concerns virtual schools in the United States, the major takeaway from this
post is that there’s a growing amount information, research, and support concerning
the establishment of a virtual school. With an expected annual growth of e-learning
in North America and Western Europe being less that 6%, other areas of the
world such as Eastern Europe, Asia, and Latin America are anticipating an
annual increase of over 14% (
DoceboE-Learning Market Trends and Forecast, 2014-2016). This relatively rapid
expansion of e-learning opportunities beyond those countries that have
historically led in virtual school development indicates that an opportunity
may exist for the global expansion of virtual schools.
Made possible by the public availability of the
World Wide Web
in 1991, the digital facilitation of web-based education was born, giving
eventual rise to online learning and virtual schools. Within three years, an education
event known as the Virtual Summer School (VSS) for Open University was held and
it hosted a web-based undergraduate psychology course. The earliest recognized
web-based high school curriculum was made available through
CALCampus, which began its
operations in 1994-1995. Shortly thereafter the first virtual school, titled
Virtual High School, was launched in 1996 and is still in operation today. In
1997, Florida established the first statewide web-based virtual public high
school (
Florida Virtual School), which recently served an estimated 240,000 students in the 2012-2013
school year (Watson, Murin, Vashaw, Gemin & Rapp, 2013).
Clark (2001) defined a virtual high school as “a state
approved and/or regionally accredited school that offers secondary credit
courses through distance learning methods that include Internet-based delivery”
(p. i). Extending the definition beyond the high school level, United States
virtual schools now offer curriculum, programs, and services for all K-12
grades. The operation of these virtual schools does not take place within a
traditional “brick and mortar” educational facility, but rather through
electronically connected students, teachers, administrators, parents and
communities who are separated by geographic location and/or time.
Clark (2001) identified six types of virtual schools based upon to the founding organization:
university-based, state-sanctioned, consortium, local education agency, charter
school, and private school. A seventh type, for-profit providers, has now been
added.
Since their debut
in the late 1990s, virtual schools have had notable increases in terms of the
number of schools and their course enrollments. For example, according
to Watson, Murin, Vashaw, Gemin, and Rapp (2013), state-led virtual schools
existed in 26 states in the 2012-2013 school year and had 740,000 course
enrollments. Based upon Watson, Murin, Vashaw, Gemin, and Rapp’s previous
annual course enrollment numbers, this is an increase of over 19% compared to
the 2011-2012 school year, over 38% compared to the 2010-2011 school year, over
64% compared to the 2009-2010 school year, and over 131% compared to the
2008-2009 school year. For the 2007-2008 academic year, Picciano and Seaman
(2009) estimated over one million K-12 students used an online course, which
was a 47% increase over the estimate was made two years prior. Based upon current rates, Mincberg (2010)
projects that it is possible by 2020 for 50% of all high school classes to be
delivered online.
The
need to improve learning outcomes and to address educational standards and
policy have been important motivators in the development of virtual schools. An
early catalyst for virtual schools was that they offered a
n array of courses and related services that
otherwise would not be available to students or that would not fit into the usual
school or student schedule (Patrick, 2007; Russell, 2004). At the national
level, the expansion of virtual schools has been encouraged by the advent of
two policies, the 2001
No Child Left Behind Act (NCLB) and the
2004 National Educational Technology Plan (NETP) (Archambault, Crippen, &
Lukemeyer, 2007). Since then other proclamations concerning U.S. education such
as the
2010 National Educational Technology Plan and the
Common Core State Standards have
continued to motivate the growth and acceptance of virtual schools (Watson,
Murin, Vashaw, Gemin & Rapp, 2011).
Currently,
most virtual schools offer courses that supplement traditional school
offerings, with learners being accounted for as members of their home school
rather than the virtual school.
Globally, each country that is developing or
is considering the development of a virtual school will have its own needs, rationale,
and standards. Reviewing what’s been done previously in creating virtual schools,
both the failures and successes, is a recommended exercise in planning for a
virtual school or in improving existing operations. This is a rapidly evolving
field that is being impacted by ongoing practice and a growing body of
research.
Reflection Point – “Unless you try to do
something beyond what you have already mastered, you will never grow.” Ralph
Waldo Emerson
References
Archambault, L. & Crippen, K. (2009). K-12 distance
educators at work: Who’s teaching online across the United States. Journal of Research on Technology in
Education, 41, 363–391.
Archambault, L., Crippen, K., & Lukemeyer, A. (2007).
The impact of U.S. national and state level policy on the nature and scope of
k-12 virtual schooling. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare,
and Higher Education 2007, 2185-2193.
Barbour, M. K. (2010). Researching K-12 online learning:
What do we know and what should we examine. Distance
Learning, 7(2), 6–12.
Clark, T. (2000). Virtual
high schools, state of the states: A study of virtual high school planning and
operation in the United States.
Mincberg, C. (2010). Is
online learning a solution in search of a problem?
Patrick, S. T. (2007). Preface. In J. Watson, A National Primer on K-12 Online Learning
(pp. i4-i5).
Picciano,
A. G., & Seaman, J. (2009). K-12 online learning: A 2008 follow-up
of the survey of U.S. school district administrators.
Russell, G. (2004). Virtual schools: A critical view. In C. Cavanaugh (Ed.), Development and management of virtual schools: Issues and trends (pp. 1-25). Hershey, PA. IGI Global.
Saba, F. (2005). Critical issues in distance education: A
report from the United States. Distance Education 2, 255-272.
Searson, M. Jones, W. M., & Wold, K. (2011). Editorial:
Reimagining schools: The potential of virtual education. British Journal of Educational Technology, 42, 363-371.
Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp,
C. (2011). Keeping pace with K-12 online
learning: An annual review of policy and practice.
Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp,
C. (2013). Keeping pace with K-12 online
& blended learning: An annual review of policy and practice.