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Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications

Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications

Alex Kumi-Yeboah
Copyright: © 2015 |Pages: 21
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch010
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MLA

Kumi-Yeboah, Alex. "Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 167-187. https://doi.org/10.4018/978-1-4666-8246-7.ch010

APA

Kumi-Yeboah, A. (2015). Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 167-187). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch010

Chicago

Kumi-Yeboah, Alex. "Learning Theory and Online Learning in K-12 Education: Instructional Models and Implications." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 167-187. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch010

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Abstract

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

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