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2	The Study Sponsors SAAE and Max Bell Advisory Group Who is FuturEd? Parameters 2 years 3 provinces Publicly-funded secondary schools
3	Some Details Terminology virtual schools and virtual schooling Schools/schooling as a system Outcomes Processes and practices Inputs Two stakeholder groups Providers and consumers
4	Literature Review Effectiveness of conventional schools Quality in technology-assisted distance education Context for each province Distance education Infrastructure Policies Situation / delivery in each province
5	The Processes Satisfaction of providers and consumers Surveys Interviews and/or focus groups Document analysis Planning documents and records Student records (!!!) Achievement statistics Quality Audits for e-learning
6	Process Issues It is impossible to gather meaningful retention / completion statistics from virtual schools because: students have up to two years to complete a course statistics are skewed by “non-starters,” the systems for gathering and sorting statistics are under development
7	Process Issues Staffing virtual schools have a different complement, e.g., including technicians, tutors and markers in addition to classroom teachers ratio of teacher to student is radically different
8	Process Issues To conduct cost-effectiveness analysis: categories of income and expenditures differ by jurisdiction, where they are available the budgets allocated to virtual schools appear to bear no relationship to actual costs no accepted rubric for cost comparisons between the programs offered in virtual schools and in or between conventional schools
9	Conclusions (1) Virtual schools appear to be at least as effective as conventional schools
10	Conclusions (2) Student improvement varies/differs VS greater improvement in learning independently, computer skills and time management (students’ view) CS greater improvement in writing, speaking, listening, and working with others
11	Conclusions (3) In both VS and CS, students think they Improve in reading, creative thinking, critical thinking Do not improve in problem solving, math, practical science, decision-making, getting along with others, or applying knowledge to real life situations Get the help and feedback they need from teachers
12	Observations (4) In both VS and CS, parents… Indicate a high degree of dissatisfaction with parent involvement in decision-making Are satisfied that students are learning to use technology Have a high degree of satisfaction with value received for money spent
13	Observations (5) BUT, in VS schools, parents are slightly more satisfied or very satisfied with overall quality of education More likely to strongly agree that students are learning what they need to know Both parents and teachers feel that VS can better prepare students with KSA for the workplace
14	Observations (6) And in CS, parents are more satisfied… With pupil / teacher ratios That students are clear about what they are expected to learn With the information about their child’s progress and the information about overall student achievement That teachers use a variety of approaches
15	Conclusions (7) Teaching staff are… More satisfied with involvement in decision-making in VS More satisfied with curriculum in VS More satisfied with instructional leadership in CS More dissatisfied with pupil/teacher ratio in CS
16	Conclusions (8) Discipline and learning environment take on different characteristics in virtual schools for on-line DE students, parents assume almost total responsibility for students negative peer pressure and personal safety are major issues for many CS schools
17	Conclusions (9) Degree of “competition” between conventional schools and virtual schools Reasons for selecting e-learning Dissatisfaction with c-schooling Ubiquity Convenience
18	Policy Issues Courseware development needs Staffing issues Monitoring and evaluation problems Funding and expense priorities Relationships with other schools Recommended improvements Increasing demand
19	Effectiveness Criteria (1) Acceptability of Outcomes / Outputs overall academic achievement change in content knowledge and learning skills overall social achievement and change in citizenship-related knowledge and skills increase in individual self-confidence and personal strengths preparation for work in the future system effectiveness and efficiency
20	Effectiveness Criteria (2) Satisfaction with Processes / Practices student management learning management technologies used communications leadership
21	Effectiveness Criteria Adequacy of Inputs / Resources: intended learning outcomes learning materials appropriate technologies appropriate and necessary personnel the learning environment, e.g., safety, resources, access to library funding
22	FuturEd Recommendations Study and demonstrate ROI Use new effectiveness indicators for comparing c-schooling and e-schooling Fully discuss policy issues as the basis for educational change
23	The Future of e-Learning Learning-centered schooling Digital learning portfolio Modularized content and delivery Reciprocal teaching New forms of edu-employment Age-irrelevant learning systems Personalized learning Optimum learning Sustainable learning systems
24	FuturEd …helping change learning systems for the future 101 - 1001 West Broadway, pod 190 Vancouver, BC V6H 4E4 phone: 250-539-2139 e-mail: kbarker@FuturEd.com website: www.FuturEd.com