Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches. Creating Healthy Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute

Autor/in	Hess, Frederick M.
Institution	Thomas B. Fordham Institute
Titel	Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches. Creating Healthy Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute
Quelle	(2011), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Electronic Learning; Elementary Secondary Education; Online Courses; Quality Control; Educational Technology; Distance Education; Web Based Instruction; Vendors; Accountability; Educational Policy; Administrative Policy; Policy Analysis; Governance; Administrative Organization; Commercialization; Evaluation Methods; Measurement Techniques; Standards; Educational History; Educational Change; California; Illinois; New York; Ohio; Texas; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Qualitätskontrolle; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Web Based Training; Vendor; Anbieter; Verantwortung; Politics of education; Bildungspolitik; Politikfeldanalyse; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Messtechnik; Standard; History of education; Bildungsgeschichte; Bildungsreform; Kalifornien; Großbritannien
Abstract	Digital learning makes possible the "unbundling" of school provisions--that is, it allows children to be served by providers from almost anywhere, in new and more customized ways. At the same time, because it destandardizes and decentralizes educational delivery, digital education is far harder to bring under the yoke of the quality-control systems and metrics that have been devised for traditional school structures. In this paper, Hess explores the pros and cons of input regulation, outcome-based accountability, and market signals as solutions to the quality challenge. In the end, he recommends using all three approaches in careful combination so as to leverage their strengths and offset their weaknesses. In practice, that means demanding transparent financial information from providers, holding them to account for student achievement gains whenever possible, and developing "crowd-sourcing" reporting systems to help educators, parents, and students identify the most effective purveyors of online learning. (Contains 14 footnotes.) (As Provided).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10