Distance education for K-12 students has been growing over the past few years. It is defined by the National Center for Educational Statistics (NCES) as ‘education or training courses delivered to remote (off campus) location(s) via audio, video (live or prerecorded), or computer technologies, including both synchronous and asynchronous instruction.’ Distance education taught online for grades K-12 is often called virtual schools and cyber-schools. Some educators have questioned the ability to keep it fresh and to successfully scale up the current programs to meet the challenge that is coming. Strategic thinking dedicated to the next few years is necessary to fulfill the promise of distance education.

There were three questions that guided the research and the collection of data:

1.       What should be the research, practice, and policy priorities surrounding K-12 distance education over the next five years?

2.       What are the differences and/or similarities between the perspectives of researchers, practitioners, and those who are in a position to influence policy?

3.       What are the implications of these similarities/differences for the planning and implementation of K-12 distance education programs?

Delphi panel members advocated the following priority areas for K-12 distance education over the next five years (in order of ranking):

1.       Evaluation of course design and delivery – research on effective online course design and delivery, and development of a comprehensive and effective method for evaluating that effectiveness.

2.       Best practices – define and identify characteristics of effective pedagogical practices and technological applications that lead to achievement gains.

3.       Accountability – hold virtual schools to the same accountability requirements as brick-and-mortar schools.

4.       Access – increase access to distance education programs for all students by removing state-level barriers to the establishment and operation of virtual public schools, developing programs to better assist special needs students, and implementing statewide open enrollment policies.

5.       Online learning/learners – educate the public about the function and purpose of distance education while increasing awareness of the potential advantages and disadvantages distance learning opportunities may present to learners.

6.       Professional development – ensure that online instructors have the proper training to be effective teachers in the online environment, perhaps in the form of a credential or certificate.

7.       Accreditation standards – align online courses and curriculum to states’ academic standards and offer an accredited program.

8.       Funding – ensure that effective teaching and learning is taking place by providing financial resources for the extensive training of teachers and administrators of online K-12 schools or programs.

9.       Technology – improve high-speed access to allow more engaging online learning while examining those tools and process that make teachers more successful, efficient, and productive. 

Conclusion

The panel believes that K-12 distance education can have an influence on traditional education programs that are currently in the schools. Online education can create opportunities in ways that would not have been possible in traditional classes. For example, online education has the greatest opportunity of developing 21^st century skills.

The rapid growth in online education has had its adverse effects by creating complexity and confusion and diminishing the opportunity of research to influence policy and practice. How distance education in K-12 fares for the next few years will be the result of dedicated and knowledgeable stakeholders.

The following seven recommendations for policy change and research are supported by the Delphi research:

·         Develop organized evaluation systems that examine multiple aspects of distance learning to facilitate consistent data collection. These would include elements common to all programs (i.e., attendance, retention, and student outcomes).

·         Investigate the specific factors associated with effective programs: best practice, online learning environments, and the influence of learner characteristics on success. Develop processes that allow for formal documentation of these factors.

·         Improve the quality of research that examines critical components of learning directly related to younger learners.

·         Implement research initiatives for special needs and at-risk learners in distance education environments.

·         Ensure that distance programs are as accountable as traditional programs through alignment with states’ curriculum standards and accreditation.

·         Remove barriers and restrictions while ensuring that student needs are being met.

·         Provide funding for training and require that distance educators possess the specific qualities necessary for success. This includes training for administrators as well as teachers. As growth continues, the need for administrators with leadership and evaluation skills in online environments will only intensify.

Priorities in K-12 Distance Education: A Delphi Study Examining Multiple Perspectives on Policy, Practice, and Research Kerry Rice Educational Technology & Society 12 (3), 163-177