Year: 2025
Type: article
Abstract: In this article, the authors examine the history, development, and current state of K-12 online learning, challenging the assertions that COVID-19-era distance education was unprecedented. Drawing on historical examples, the authors demonstrate how educational systems have repeatedly leveraged various technologies for remote instruction during disruptions, from correspondence courses to radio broadcasts to modern digital platforms. The analysis reveals persistent challenges in implementing effective online learning, including inadequate teacher preparation, inconsistent terminology, and limited theoretical frameworks. While K-12 online learning has shown promise for expanding educational access and flexibility, adoption remains relatively low globally. The article concludes that realizing the potential of K-12 online learning requires addressing fundamental issues in research, practice, and policy while learning from past experiences rather than treating each implementation as novel.
Source: Education Sciences
Authors: Michael K. Barbour, Charles B. Hodges
Institutions: Touro University California, Georgia Southern University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W4409411059