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School Reform and the Maturing of Online Learning

School Reform and the Maturing of Online Learning
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Author(s): David B. Glick (David B. Glick & Associates LLC, USA)
Copyright: 2009
Pages: 8
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.ch270


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been underway that has led to new standards, new choices for students, and new forms of accountability. In the last few years, online learning has become a significant factor in this school reform and school choice landscape, and its influence is growing fast (Edwards, Chronister, & Bushweller, 2002). Standards, school choice, and accountability are three facets of school reform that are inextricably linked together. The logic goes something like this: start by defining what students should know and be able to do at various grade levels. These learner expectations have gone by several names, most of which have developed political connotations that flavor our perceptions: outcomes, objectives, or standards. For the purposes of this article, I will use the currently favored term “standards.” After standards are established at the national, state, or local levels, choices can be created that allow students to achieve these standards in a way that is most suitable for them. This has led to a large increase in options for students in curriculum, instruction, and school type. The increase in choices has in turn led to the need for greater accountability. More rigorous evaluation needs for students, teachers, and schools have led to new forms of assessment, more standardized tests, and greater scrutiny of schools (Elmore, 2000).

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