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In our world today, educators are not only teaching visually dependent students but students that are surrounded and dependent on technology, computer simulations, internet, and texting.  Such changes imply that we educators should explore some of the implications of the progressive shift from verbal to visual to virtual approaches to learning (Proserpio, L., & Gioia, D., 2007).

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Do K-12 students learn as well in online classrooms as they do in traditional brick and mortar classrooms? 

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Do K-12 students learn as well in online classrooms as they do in traditional brick and mortar classrooms? 

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A general search of the literature was performed in several databases, journal searches, Google Scholar, and the Pro Quest dissertation search using the descriptors: self-paced learning, personalized learning, online learning, distance education, online education, virtual K–12, virtual program, virtual school, e-learning, cyber school, and blended classroom.  I also searched brick and mortar, traditional classrooms, and public school.  Electronic searches were conducted in the ProQuest and EBSCO databases.

I organized my research into a literature analysis chart, and I also created a concept map that allowed me to see trends in the research.

I limited the research so that the oldest source was from 2003.

The 20 sources reviewed included dissertations, meta-analysis papers, research articles, and literature reviews .

I reviewed only a small portion of the literature available on K-12 online learning.  The results should be interpreted with that in mind.

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Learning styles align with in-class teaching styles

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Learning styles align with in-class teaching styles

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Teachers must adapt their teaching methods to fit the learning styles of their students (Proserpio, L., & Gioia, D., 2007).

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The potential benefits and findings of K-12 online learning such as higher levels of motivation, easier educational access, high quality learning opportunities, and educational choice are encouraging.

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Limited research on the topic of K-12 online learning.  Design and delivery of virtual curriculum, supporting online learners, and understanding the struggling online student are areas that are needed to be studied for future success in the online environment.

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Virtual schooling is growing and traditional education is being challenged.  This rapid growth can be attributed to the increased need for customized education while traditional education is geared toward serving a large population (Carnahan, 2010).  Online learning can give more students the chance to succeed (Haley 2013).  Courses that may not be offered or afforded can be available to a student.  Many states are reporting student populations growing faster than campus facilities can be built (Clark, 2000).   Online learning is one solution to this growing issue.

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Understanding these barriers can allow for change to create a more effective online education.   Hew and Brush (2007) classify barriers into categories: resources, knowledge and skills, institution, attitudes and beliefs, assessment, and subject culture.

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Constructivism is widely used in distance education (Cavanaugh et al., 2004).  Vygotsky (1978) defines it as a representation of learners that gain comprehension through interaction in social environments during a mutual process of authentic learning.  Since children do not have experiences that adults have, they need to create their own experiences to learn.  Online learning environments, when designed to fully use the many tools of communication that are available, is often a more active, constructive, and cooperative experience than traditional classroom teaching (Cavanaugh et al., 2004).   Millet (2011) found similar indications that students learn better when an instructor uses a constructivist approach to online learning.

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The technological changes in our world today have created a new type of learner.  There is a responsibility to make sure our teaching styles are compatible with the learning styles of the virtual generation (Proserpio & Gioia 2007).  The learning styles have shifted from verbal to visual to virtual.

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Teachers that teach in an online environment must help students develop the skills of autonomous learning and self-regulation.  The characteristics of autonomy, competence, and relatedness provide psychological nutriments necessary for learning in an online environment (Reeve and Lee, 2014).  Student motivation also plays a role in a successful online experience (Ronsisvalle & Watkins, 2005).  Another characteristic that determines successful online learners is an internal locus of control.

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Millet (2011) found that The successful virtual instruction practices were: (a) teachers provide daily virtual feedback; (b) the teacher customizes each virtual activity based on the learner's needs; (c) students access the curriculum virtually but have a physical teacher available for assistance; (d) the virtual environment is designed to be self-paced and self-directed; and (e) video lessons and demonstrations are used online. The successful school models were: (a) a blended learning model with virtual and face-to-face instruction; (b) traditional brick and mortar school with full-time virtual classes and a trained teacher to facilitate learning; and (c) a fully virtual school with online collaboration and multiple communication avenues.

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Students Learn Just as Well Online as in Traditional Classrooms

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Students Learn Just as Well Online as in Traditional Classrooms

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Consistent research has suggested that there is no significant difference between online learning and traditional learning (Haley, 2013).  Haley (2013) found that both online and traditional learners, whether male or female, increased their knowledge by about the same rate.  This means that students learn equally well whether they are in class or online.  The meta-analysis conducted by Cavanaugh et al. (2004) found that the literature has shown that a student’s education online can be as effective as it is in a classroom.