MOFET JTEC - Online Learning in Jewish Day Schools - State of the Field Survey

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Section: Technology & Computers
Online Learning in Jewish Day Schools - State of the Field Survey
Author: Anne Deeter
December 2012   |   Type: Abstract

Source: AVI CHAI Foundation

 

The AVI CHAI Foundation is pleased to share a baseline report on the state of online and blended learning in Jewish day schools during the 2011/12 school year. AVI CHAI launched an online survey during the 2011/12 school year to gather information about the depth and breadth of online course offerings throughout Jewish day schools in North America. This was the first survey of its kind and it will be repeated periodically to measure the adoption of online learning in day schools.


The survey was distributed to 529 Jewish day schools and a 48% response rate was achieved.

A comparative analysis of the respondent schools to all schools in the database reveal that respondents’ school characteristics are highly representative of the school population as a whole. The following summary findings emerged providing key insights into the current state of the field in online learning.


Finding 1: Online course adoption is slow; and has occurred recently; impacting few students across Jewish schools. However, Internet use to access resources is prevalent across all schools.

Finding 2: Steady growth is projected in the number of schools offering online courses in the near future, with as many as 15% of these schools adopting each year for the next few years. If these projections continue, 60% of these schools could be offering online courses in the near future.

Finding 3: Motivations to offer online courses stem from meeting individual student learning needs.

Finding 4: Some difference noted in online course offering by school size. Larger schools appear to be more likely to be offering online courses; schools with 750 or more students were almost twice as likely to offer online courses than the whole.

 

Read the entire report and other related documents here

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