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The Evolution of K-12 Online Learning Policy from a Void to a Patchwork

The Evolution of K-12 Online Learning Policy from a Void to a Patchwork
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Author(s): David B. Glick (David B. Glick & Associates LLC, USA)
Copyright: 2009
Pages: 7
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch137

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Abstract

The Internet and its applications have challenged policy makers in seemingly all areas of public life, and as one of the applications of the Internet, online learning is no exception. Online learning policy has tentacles throughout education policy, from union politics to technology infrastructure. This complexity contributed to the lack of action that led the National Association of State Boards of Education to warn, in 2001, in its now oft-quoted statement: In the absence of firm policy guidance, the nation is rushing pell-mell toward an ad hoc system of education that exacerbates existing disparities and cannot assure a high standard of education across new modes of instruction. By allowing this policy vacuum to continue, educational leaders are failing to meet their obligation to assure that all students are provided a quality education. (National Association of State Boards of Education, 2001 p. 4)

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