For over twenty years online education has been a feature of the education setting. Digital resources commonly feature in classrooms. How people view learning is changing due to online learning models. People expect every student to gain from technology in one way or another. If that is to occur, a more concrete step is needed to guarantee that digital resources and online learning indeed benefit every student (Rose,  2015, p.4) (See here).

K-12 Online education can possibly fundamentally change how every student in any country experience education with the best teachers and the best resources available worldwide. This potential has been supported at varying levels depending on the continent, country, region, finances, government backing, infrastructure, population, as well as innovation from the local district. The amount of countries still having purely traditional ways of teaching and learning is diminishing. Most countries are trying to level technology in both mortar classroom and the virtual environment as best they could  (Barbour, et al., 2015, p.9) (See here).

Several reports have highlighted the existing “gap” between those professing online education as being crucial to their long-term approach and those who pointedly have online education as part of their strategic plan (Allen & Seaman, 2015, p.16) (See here).

Notwithstanding the rise in the amount of institutions offering online education, and the number of students opting for such courses, many people continue to question the quality of those offerings. Perhaps, this is due to a lack of consensus on both face-to-face teaching and online teaching assessing measure and standard (Allen & Seaman, 2015, p.18) (See here).

It is with these considerations in mind along with the urgent need for research and for teacher training that I have decided to set up this website and to write a blog. It is my sincere hope that these steps will in some way help in filling the gap in research, teacher training, and knowledge of the online/eLearning environment.

Sincerely,
Wycliff S. Coward, Ed.D