Niños o adolescentes con mal comportamiento: Examinando la madurez del campo del aprendizaje en línea K-12

  • Michael Barbour Touro University California

Resumen

Depending on the reference, the practice of K-12 online learning began sometime between 1991 and 1996. Yet two and a half to three decades later, there is still little research to describe the K-12 online or blended learning student experience, which has resulted in a lack of understanding of the actual instructional model, nature of the curriculum, and type and amount of support employed by K-12 distance, online, and blended learning programs. Further, much of the available research is atheoretical, methodologically questionable, contextually limited, and overgeneralized. All these factors make the K-12 distance, online, and blended learning research that does exist of little value in guiding practice. This manuscript examines the maturity of research in the field of K-12 distance, online, and blended learning, with the goal of providing researchers with meaningful impact on future practice.

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Publicado
30-09-2020
Cómo citar
Barbour, M. (2020). Niños o adolescentes con mal comportamiento: Examinando la madurez del campo del aprendizaje en línea K-12. Revista De Educación a Distancia (RED), 20(64). https://doi.org/10.6018/red.412821
Sección
Theories of learning and instructional theory for digital education