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ERIC Number: ED561276
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 29
Abstractor: As Provided
Reference Count: 43
Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices
Werth, Eric; Werth, Lori; Kellerer, Eric
International Association for K-12 Online Learning
This report describes the implementation of blended learning programs in Idaho, and three key takeaways are apparent: (1) Blended learning has a positive impact on teachers; (2) Self-pacing enables students to take ownership and achieve mastery; and (3) Teachers must prepare with comprehensive teacher training. The authors emphasize the need for the field to conduct studies to challenge, adapt, and strengthen innovation. Review this report to explore potential barriers and promising practices of K-12 blended learning. An appendix is included: (1) Blended Models from Idaho Digital Learning Academy. [Researchers with Northwest Nazarene University's Doceo Center for Innovation in Teaching and Learning (CITL) partnered with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning (iNACOL) on this work.]
International Association for K-12 Online Learning. 1934 Old Gallows Road Suite 350, Vienna, VA 22182. Tel: 888-956-2265; Tel: 703-752-6216; Fax: 703-752-6201; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Association for K-12 Online Learning; Idaho Digital Learning Academy (IDLA)
Identifiers - Location: Idaho