Abstract
Purpose. The purpose of this study was to seek consensus, among a panel of selected state, Local Education Agency, and online instruction and learning experts, regarding recommended policy changes K-12 instructional leaders can enact to support the implementation of online instruction and learning. Methodology. This Delphi study garnered expertise and consensus among expert panelists regarding policy recommendations using qualitative and quantitative methods, and included 24 expert panelists from private, nonprofit, state, and local organizations active in online learning and instruction. They rated the importance and feasibility of recommended policy statements. Findings. Panelists contributed 328 statements, collapsed to 69 statements, from six categories in Keeping Pace With K-12 Online Learning: (a) Measures of Student Achievement, (b) Instruction and Staff Development, (c) Blended Learning Programs, (d) Access to Online Programs, (e) Funding, and (f) Planning and Implementation. Six statements ranked as highly important and highly feasible: (a) Student participation expectations are clearly outlined and progress is accessible to students, parents, and student mentors to facilitate frequent feedback; (b) Teacher training includes the pedagogy of online teaching concepts and strategies; (c) School leaders have access to online learning associations such as iNACOL; (d) Teacher training includes experience in online coursework; (e) States set quality standards and measures of accountability for online programs; and (f) Student progress is based on mastery of standards and learning objectives rather than time-based measures ("seat time"). Conclusions. States must take the lead on online policies as with bricks-and-mortar schools, including accountability measures, standards guidance, and funding support for online program access for all students. Online programs need experienced administrators and well-trained teachers. Training requirements for online educators include experience as an online student, the pedagogy of online instruction, and the mechanics of online teaching tools. Recommendations for implementation and further study . Develop and publish common measures for comparing online programs. Expand research and revise policies allowing teacher licensing reciprocity and alternatives to the Carnegie Unit when awarding credit. Support the implementation of studies and teacher training focused on the pedagogy and mechanics of online learning.