Conceptual+Framework

=//**Conceptual Framework**// =

“The overall finding [of the USDOE’s meta-analysis of Evidence-Based Practices in Online Learning] is that classes with online learning (whether taught completely online or blended) on average produce stronger student learning outcomes than do classes with solely face-to-face instruction” (USDOE, 2010).

**What is Connected Learning?**
**Distance Education** - Not just separation of learners, but a pedagogical concept defining the relationships between learners and teachers when separated by space or time (Moore, 1997). This first attempt to define distance education in English was later called the Theory of Transactional Distance (Moore, 1997). A variety of methods and technologies have been used for distance learning including online and blended learning.

**Online Learning** - Learning that takes place over the Internet either partially or fully (USDOE, 2010).

**Blended Learning** - A Part of the instruction is conducted face-to-face and part occurs online. Click here for an article by Nagel (2011) about emerging blended learning models. Click here for an infographic by Knewton (2012) about blended learning.



Distance education can be categorized in one of the following ways dependent upon the objectives for the instruction (USDOE, 2010):
 * 1) Replacement for face-to-face instruction in which learning is conducted totally online (e.g., a virtual course).
 * 2) Enhancement of the face-to-face learning experience in which learning components are blended with face-to-face instruction (i.e. blended learning - online learning activities combined with face-to-face).

According to the US Department of Education (2010), “A replacement application that is equivalent to conventional instruction in terms of learning outcomes is considered a success if it provides learning online without sacrificing student achievement. If student outcomes are the same whether a course is taken online or face-to-face, then online instruction can be used cost effectively in settings where too few students are situated in a particular geographic locale to warrant an on-site instructor (e.g., rural students, students in specialized courses). In contrast, online enhancement activities that produce learning outcomes that are only equivalent to (not better than) those resulting from face-to-face instruction alone would be considered a waste of time and money because the addition does not improve student outcomes."



Refer to Learning Experiences and Delivery Modes for more information on the components of the //Conceptual Framework for Online Learning//.

**References**

 * 1) Moore, M. (1997). Theory of transactional distance. In Keegan, D. (Eds.), Theoretical principles of distance education (pp. 22-38). New York, NY: Routledge. @http://www.aged.tamu.edu/research/readings/Distance/1997MooreTransDistance.pdf
 * 2) Knewton (2012). Blended learning: A disruptive innovation. []
 * 3) Nagel, D. (2011). 6 blended learning models emerge. In THE Journal. @http://thejournal.com/articles/2011/05/04/report-6-blended-learning-models-emerge.aspx
 * 4)  US Department of Education (2010). Evidence-Based Practices in Online Learning Meta-Analysis. __ @http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf __