“As an administrator, I am interested in fully embracing online learning; however, our community (including teachers) are critical of the quality, content, et cetera,” one respondent wrote. “As online courses are evaluated and proven to be viable means of delivering [high-]quality instruction, our community will more fully embrace this instructional model.”
Interestingly, restrictive federal, state, or local laws and policies were not found to be much of a barrier; only 20 percent of respondents cited these as “important” concerns. But one policy that does appear to need changing is the tying of per-pupil funding to outdated “seat-time” requirements.
“We see the need for online courses as a means to address student learning styles and to minimize the need for increased facility space. The state department of elementary and secondary education needs to change standards so that a district can deliver an online course and not lose state aid because of no physical seat time,” wrote one respondent.
Not surprisingly, the report said, the vast majority of K-12 students taking online courses are high schoolers. Kindergarten through fifth-grade students represent only 21 percent of those enrolled in fully online courses–and just 1 percent of blended enrollment.
Though blended learning hasn’t played much of a role in K-12 education so far, many experts say it’s likely to emerge as the predominant model for education in the future, according to the Sloan-C report.
The report quotes Julie Young, founder of the Florida Virtual School, as saying: “Within five years, there will be lots of blended models, such as students going to school two days a week and working at home three days a week. Another blended model … is where a student takes five [face-to-face] courses at school and two virtual courses…”
And a 2008 report, from the International Association for K-12 Online Learning (iNACOL, formerly known as the North American Council for Online Learning), stated: “The blending of online programs and the classroom setting has been relatively slow to develop in K-12 education. However, emerging models in other countries, such as Singapore and Australia, as well as in higher education, suggest that a large part of the future of education will involve providing content, resources, and instruction both digitally and face-to-face in the same classroom.”
The iNACOL report concluded: “This blended approach combines the best elements of online and face-to-face learning. It is likely to emerge as the predominant model of the future–and to become far more common than either one alone.”
Links:
International Association for K-12 Online Learning
Note to readers:
Don’t forget to visit the Measuring 21st-century skills resource center. Graduates who enter the workplace with a solid grasp of 21st-century skills bring value to both the workplace and global marketplace. Go to: Measuring 21st-century skills
- New research challenges fears about AI in the classroom - February 5, 2026
- How the FY25 funding freeze impacts students across America - July 24, 2025
- ‘Buyer’s remorse’ dogging Common Core rollout - October 30, 2014