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Everyones heard about online courses, about how theyre good for students because they offer schedule flexibility or opportunities to take courses that a school would not normally provide. After all, students can take plete these courses anytime, anywhere. As their popularity grows, several states have added online learning to their educational repertoire, cyber charter schools have popped up, and private entrepreneurs have begun offering virtual education for grades preK to 12.

However, most students in most schools do not take online courses. With careful planning, schools can help every student take advantage of the many benefits that online courses offer.

A first step to increasing a schools ability to take advantage of the power and potential of Web-based instruction is to understand the different types of online learning. When most people think about online learning, they think of virtual content and instruction, which is offered through course-tool software, such as Blackboard or WebCT, in an asynchronous mode.

Virtual courses are those that students take 100% online with an instructor who sits at the other end of the Internet. Students normally work on their own from home during evenings and weekends.

Most national, state, charter, and private virtual schools operate in this manner. A hybrid of the virtual model is the virditional model, which is bination of 65% virtual and 35% traditional instruction Oblender, 2002.

With the virditional model, a student reports to a classroom during a scheduled period, is supervised by a subject-certified teacher, accesses the Web-based course content using puter, and collaborates and interacts with other students. 1 The Philosophy When we explain a philosophical rationale for online learning, teachers and administrators often look at us like were from Mars or their eyes glaze over or both.

Nevertheless, the reasoning for incorporating online learning into the curriculum is found in both Dewey 1976 and Freire 1994, who express the importance of understanding the students worlds: the world outside the classroom and the world inside the classroom. Dewey and Freire implore educators bine these worlds so students can find relevance in their new learning and construct new knowledge from what they already know.

The world outside the classroom is in large posed of electronic media: the Internet, video pact discs, personal data assistants, text messaging, and cell phones. Like it or not, this is the world that must be integrated into everything students learn in the classroom.

2 100% Active Learning Dewey 1976 and Freire 1994 also criticize the practice of passive learning, where students sit at desks in rows and receive information. This method of instruction was designed for listeners, not doers.

Unfortunately, it became the basis of the mass-production, industrial-model school that has been in place for decades. In contrast, online courses and resources require active learning.

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