In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.
iNACOL’s core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.
We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.
This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:
- Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;
- Using Blended and Online Learning for Credit Recovery and At-Risk Students;
- Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; and
- Funding and Legislation for Blended and Online Education.
Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today.