California educators and policymakers have limited availability of data related to online and blended learning. Through the use of an electronic survey, incorporating closed- and open-ended questions, the study examined the nature, extent, and barriers of online and blended learning in California public schools from the perspective of the district superintendent. Results of the study revealed perceptions related to the importance of meeting the needs of specific students and desire to expand programs, as well as barriers related to potential growth. Recommendations include revisions to legislation and policy, establishing districtwide teams engaged in the planning and implementation of online and blended programs, and additional study to address the limited data on stakeholder perceptions.
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational technology, Curriculum development|
|Keywords:||Blended learning, E-learning, Online learning|
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