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Comparing CANeLearn Design Principles for K-12 Online Learning with Researched Models and Standards: Principles to Guide Quality Policy and Practice

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Title: Comparing CANeLearn Design Principles for K-12 Online Learning with Researched Models and Standards: Principles to Guide Quality Policy and Practice
Language: English
Authors: Randy LaBonte (ORCID 0009-0008-8715-4876), Michael Barbour (ORCID 0000-0001-9037-3350), Elizabeth Childs (ORCID 0000-0003-2654-1705), Open/Technology in Education, Society, and Scholarship Association (OTESSA)
Source: OTESSA Conference Proceedings. 2024.
Availability: Open/Technology in Education, Society, and Scholarship Association. 3800 Finnerty Road, MacLaurin Building Room A568, University of Victoria, Faculty of Education, Victoria, BC, V8W 2Y2 Canada. e-mail: publications@otessa.org; Web site: https://conference.otessa.org/index.php/conference/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Educational Principles, Electronic Learning, Educational Quality, Standards, Foreign Countries, Alignment (Education)
Geographic Terms: Canada
DOI: 10.18357/otessac.2024.4.1.425
Abstract: In 2023, researchers explored the relationship between Design Principles for K-12 Online Learning (Crichton & Childs, 2022) and quality standards for K-12 online learning, publishing a report on the intersection between design principles and standards (LaBonte et al., 2023). Design principles refer to the fundamental concepts and guidelines that inform the creation and implementation of educational programs, materials, and systems (Kukulska-Hulme & Traxler, 2013), while standards tend to be more discrete, flexible, and responsive to local conditions (Bell, 2003). Unlike standards, the design principles focus on institutional support of technology, infrastructure, students, and faculty, as well as program effectiveness and assessment which are not described in most standards. The Community of Inquiry (COI), a research-based model describing the three interdependent elements of social, cognitive, and teaching presence (Garrison et al., 2000), was used to explore the intersection points between the COI, design principles, and published standards for K-12 online learning. The analysis was used to revise the design principles further and support the ongoing development of quality standards. It is hoped that basing design principles and standards in the context of a research-based model will further develop an understanding of quality in K-12 online learning and inform practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676712
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Randy+LaBonte%22">Randy LaBonte</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-8715-4876">0009-0008-8715-4876</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Barbour%22">Michael Barbour</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9037-3350">0000-0001-9037-3350</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Childs%22">Elizabeth Childs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2654-1705">0000-0003-2654-1705</externalLink>)<br /><searchLink fieldCode="AR" term="%22Open%2FTechnology+in+Education%2C+Society%2C+and+Scholarship+Association+%28OTESSA%29%22">Open/Technology in Education, Society, and Scholarship Association (OTESSA)</searchLink>
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  Data: Open/Technology in Education, Society, and Scholarship Association. 3800 Finnerty Road, MacLaurin Building Room A568, University of Victoria, Faculty of Education, Victoria, BC, V8W 2Y2 Canada. e-mail: publications@otessa.org; Web site: https://conference.otessa.org/index.php/conference/
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  Data: In 2023, researchers explored the relationship between Design Principles for K-12 Online Learning (Crichton & Childs, 2022) and quality standards for K-12 online learning, publishing a report on the intersection between design principles and standards (LaBonte et al., 2023). Design principles refer to the fundamental concepts and guidelines that inform the creation and implementation of educational programs, materials, and systems (Kukulska-Hulme & Traxler, 2013), while standards tend to be more discrete, flexible, and responsive to local conditions (Bell, 2003). Unlike standards, the design principles focus on institutional support of technology, infrastructure, students, and faculty, as well as program effectiveness and assessment which are not described in most standards. The Community of Inquiry (COI), a research-based model describing the three interdependent elements of social, cognitive, and teaching presence (Garrison et al., 2000), was used to explore the intersection points between the COI, design principles, and published standards for K-12 online learning. The analysis was used to revise the design principles further and support the ongoing development of quality standards. It is hoped that basing design principles and standards in the context of a research-based model will further develop an understanding of quality in K-12 online learning and inform practice.
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