"2013 Trends In Online Learning Virtual Blended And Flipped Classrooms"

2013 Trends in
Online Learning:
Virtual, Blended and Flipped
Classrooms
Julie Evans, ProjectTomorrow CEO
June 25, 2013
© 2013 Project Tomorrow

A big thank you to:

 What are administrators’ current views on online learning as
a component of a digital conversion?
 How are teachers using virtual, blended and flipped learning
in their classrooms?
 What is the impact of online learning on student success and
teacher effectiveness?
 What is driving the demand today for more online learning
opportunities for students?
 What big questions or topics within online learning are on the
horizon and how should we plan to address those?
Today’s Big Questions

Today’s Agenda:
 Welcoming remarks
 About Speak Up 2012
 Highlights from the new report
 Panel discussion
Speak Up 2012 National Research Project:
Views of K-12 Students, Parents, Teachers,
Librarians and Administrators

Panel of Experts
Jason Bailey
Senior eLearning Strategist
Indiana Department of Education (IN)
Camilla Gagliolo
Instructional Technology Coordinator
Arlington Public Schools (VA)
Bianca Sanchez
Elementary Music Teacher
Arlington Public Schools (VA)

Welcoming Remarks
Annie Hartigan
Director, K-12 Marketing
Blackboard Inc.

ProjectTomorrow, a national
education nonprofit organization
Programs:
• Research & evaluation studies
• School and community programs
• Events for students
Mission: To ensure that today’s
students are prepared to become
tomorrow’s leaders, innovators and
engaged citizens of the world.

Annual national research project
 Online surveys + focus groups
 Open for all K-12 schools and schools of education
 Institutions receive free report with their own data
Collect ideas ↔ Stimulate conversations
 K-12 Students, Teachers, Parents, Administrators
 Pre-Service Teachers in Schools of Education
Inform policies & programs
 Analysis and reporting of findings and trends
 Consulting services to help transform teaching and learning
Speak Up National Research Project
+ 3 million surveys since 2003

 Learning &Teaching withTechnology
 21st Century Skills: Digital Citizenship & Global Awareness
 Math and Science Instruction
 Students’ Career Interests in STEM
 Professional Development /Teacher Preparation
 Internet Safety
 Administrators’ Challenges
 EmergingTechnologies both in & out of the Classroom
 Mobile Devices, Online Learning, Digital Content, E-textbooks
 Educational Games, Social Media tools and applications
 Flipped Classroom, Print to Digital, Online Assessments
 Designing the 21st Century School
Speak Up survey question themes

 K-12 Students 364,233
 Teachers & Librarians 56,346
 Parents (in English & Spanish) 39,713
 School/District Administrators 6,011
 About the participating schools & districts
o 8,020 schools and 2,431 districts
o 30% urban / 43% rural / 27% suburban
o All 50 states + DC
 Honor Roll of States with highest participation:
TX, CA, OH, IN, AL, NC, WI, AZ, FL, PA
National Speak Up 2012 Participation: 466,303

Speak Up 2012
National Reports
www.tomorrow.org/speakup

Digital Conversion
K-12 Digital Learner
Online learning:
virtual, blended
& flipped

Introducing ……
2013 Trends in
Online Learning:
Virtual, Blended and
Flipped Classrooms
A new collaborative report with
Blackboard, part of a continuing series
of leadership reports

What are administrators’ current views on online
learning as a component of a digital conversion?
2011 2012 Growth
Administrators 24% 34% 42%
increase
Teachers 29% 36% 24%
increase
Support staff 8% 16% 100%
increase
Different audiences for online learning:

Who is learning within a fully online
environment?
Types of virtual online learning
experiences
Students:
Gr 6-8
Students:
Gr 9-12
100% online school 6% 7%
Online self study class 8% 15%
Teacher led online class 9% 15%
Online class for personal
interests
8% 10%

43% of administrators say they now
offer online courses to meet the needs of
a diverse set of students
 See online learning, digital textbooks
and mobile devices as having high potential
for driving greater student achievement
 Also support using digital tools for 21st
century skill development, longitudinal
data systems and IEPs for every
student

43% of administrators say they now
offer online courses to meet the needs of
a diverse set of students
 Barriers to more online learning?
26% say not being able to find
teachers to teach online
courses

How are teachers using virtual, blended and
flipped learning in their classrooms?
Three cohorts of teachers:
Teaching one or more fully online courses (3,051 teachers)
Teaching in a blended learning environment (28,856 teachers)
Teaching in a flipped learning classroom (3,561 teachers)
Who are these teachers and is their
use of technology different than other
teachers?

Who are these teachers?
Self assess their tech skills as more advanced
 48% of flipped teachers say they are advanced tech
users (only 26% of all teachers say the same)
Prior personal experience with online learning
 58% of virtual teachers and 45% of blended teachers
have taken an online PD course
Social media is their friend!
 18% of flipped teachers are on Twitter
Participate in online professional development
such as webinars
 43% see this as key part of self-directed PD

And are they using technology differently?
0% 10% 20% 30% 40% 50% 60% 70% 80%
Real time data
Digital textbooks
Animations
Online videos
Online curriculum
All teachers Flipped teachers Blended teachers Online teachers
Teachers’ use of digital content in the classroom

What is the impact of online learning on student
success and teacher effectiveness?
Teachers’ perspectives on the
impact of online learning on
their students
In the fully
online class
In the
blended
learning
class
In the
flipped
learning
class
My students are more
motivated to learn
56% 59% 60%
My students are developing
creativity
52% 43% 57%
My students are developing
problem solving and critical
thinking skills
48% 36% 49%
My students are applying
knowledge to practical
problems
48% 34% 54%
My students are taking
ownership of their learning
45% 32% 45%

What is the impact of online learning on student
success and teacher effectiveness?
Teachers’ perspective on the
impact of online learning on
their own productivity
In the
fully
online
class
In the
blended
learning
class
In the
flipped
learning
class
I am better organized 65% 54% 63%
I am creating more interactive
lessons
56% 51% 65%
I am facilitating more student
centered learning
53% 40% 55%
I am more productive 49% 38% 50%
I am managing my class more
effectively
47% 34% 46%
I am personalizing learning for
my students
39% 23% 39%

Parents have first hand experience with
online learning
I have taken an online class:
For work or job training 43%
For an academic/college program 29%
To learn new skills 22%
To explore a hobby 13%
For traffic school 7%
23% who have not taken an online
class would like to!
What is driving the demand today for more online
learning opportunities for students?

What is driving the demand today for more online
learning opportunities for students?
0%
10%
20%
30%
40%
50%
60%
70%
80%
I would be
in control
of my
learning
It would
be easier
for me to
succeed
I would be
more
motivated
to learn
I would
like to
work at
my own
pace
Students (2009)
Students (2012)
Students in online
schools (2012)
Students who want to
take an online class
(2012)
Why students are interested in online learning?

National Speak Up Findings and reports
Targeted and thematic reports
Online learning trends
Mobile learning & social media
Print to digital migration
Social learning
Intelligent adaptive software
New digital parent series
Presentations, podcasts and webinars
Services: consulting, workshops, evaluation and efficacy studies
More Speak Up? www.tomorrow.org

Thank you.
Let’s continue this conversation.
Julie Evans
ProjectTomorrow
jevans@tomorrow.org
949-609-4660 x15
Twitter: JulieEvans_PT
and SpeakUpEd
Copyright Project Tomorrow 2013
This work is the intellectual property of the author. Permission is granted
for this material to be shared for non-commercial, educational purposes,
provided that this copyright statement appears on the reproduced
materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written
permission from the author.

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