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Policymakers and educators do not yet have the needed rigorous evidence to answer some seemingly basic questions about when, how and under what conditions online learning can be deployed cost-effectively. More research is required to guide the deployment of online learning to its greatest effect. Research approaches should explicitly consider educational productivity. Organizational research is also needed to understand the incentives and barriers to employing the most cost-effective approaches to quality education for all students. ix
Page 2 and 3: Understanding the Implications of O
Page 4 and 5: Contents Exhibits .................
Page 6: Acknowledgements This issue brief w
Page 9 and 10: 3) At least two conditions are comp
Page 11: plausible strategy for improving ed
Page 15 and 16: As of late 2010, online learning op
Page 17 and 18: This report includes • a framewor
Page 19 and 20: oth measure the productivity of the
Page 21 and 22: Estimating Program Costs The “ing
Page 23 and 24: ange of school services not normall
Page 25 and 26: As with any type of effectiveness s
Page 28 and 29: The Productivity Potential of Onlin
Page 30 and 31: The National Center for Academic Tr
Page 32 and 33: implementation of online learning w
Page 34 and 35: situated understandings, multiple p
Page 36 and 37: and Junker (2007) found that studen
Page 38 and 39: present in the classroom and studen
Page 40 and 41: Nevertheless, literature about onli
Page 42 and 43: Although somewhat controversial, so
Page 44: the next student to a program. Simi
Page 47 and 48: alternatives truly save costs or if
Page 49 and 50: moderators provide online, and are
Page 51 and 52: General Productivity in Education H
Page 53 and 54: traditional classroom instruction.
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