FLANZ conference 2024: A snapshot of distance education in NZ schooling sector

Paper presentation at the FLANZ conference in Auckland, August 2024. Covers the research undertaken by Dr Michael Barbour and Derek Wenmoth which provided a snapshot of distance education in the schooling sector in New Zealand, and a second project that provides a framework for a future learning ecosystem in the school sector in NZ.

1. Michael K. Barbour
Touro University California
Derek Wenmoth
FutureMakers

2. An Exploration of the State of Distance
Learning in New Zealand’s School Sector
Acknowledge the support of...

3. 2007Admin salary units –
(ePrincipals and eDeans)
School Loops (UFB)
Historical Overview
Designed by PoweredTemplate
1930s
Introduction of educational
radio broadcasts.
1922
Creation of the NZ
Correspondence
School
1989
Tomorrows Schools
Sallis Report
1992 – Consultel Report
2001
E-Section established at the
Correspondence School.
2000 – KAWM
2001 - FarNet
2002 – OtagoNet
2002 - VLN
2009
2009 – Te Kura
rebranded
Present day
Te Kura – 25,000
VLN: NetNZ, Kōtui Ako
1994
CASAtech –
7 schools
with Audio
Graphics
links
Impact of COVID
Emergency remote learning
Hybrid learning2019
https://jofdl.nz/index.php
/JOFDL/article/view/677https://flanz.org.nz/dl-
pulse/
2017
Communities of Online
Learning (CoOLs)

4. State of the Nation:
K–12 Online Learning in Canada
®
Written by
Michael K. Barbour,
Wayne State University
https://k12sotn.ca/

5. https://www.kpk12.com/

7. Potential organisational structure for the delivery of virtual learning in New Zealand

8. How we described the providers..

9. Public Distance Learning Schools
•Te Aho o Te Kura Pounamu
•Central Regional Health School
•Northern Health School
•Southern Health School
•Ko Taku Reo – Deaf Education New
Zealand
Non-Profit Distance Learning
Programmes
•Kōtui Ako | Virtual Learning Network
Aotearoa
•NetNZ
Brick-and-Mortar Public Schools
Providing Distance Learning
•Rosmini College
Providers
Private Distance Learning Schools
•3H School International
•AGE School
•Amana Christian School
•ATEA College
•Crimson Global Academy
•Mt. Hobson Academy
•OneSchool Global
•Otamatea Christian School
•Pinnacle Global Academy
For Profit Distance Learning
Programmes
•Spectrum Academy

10. Current
level of
activity
of each
provider

11. https://flanz.org.nz/dl-pulse/

12. The
future?
What challenges exist to creating that ideal
ecosystem?
What is the opportunity to create an
ecosystem for schools in New Zealand that:
leverages the
contributions of
multiple providers; and
achieves scale and
sustainability?

13. Design
PrinciplesStudent Agency and Choice
Equitable and Inclusive
Cohesive and Coordinated
Innovative

14. Student
Agency and
Choice
•The vision for the future of education, particularly in the
online space, emphasises providing students with greater
choice and flexibility. This includes the ability to explore
and select courses based on their interests, take classes
online, and have more control over their learning
schedules.
•By developing platforms and systems that support this
level of autonomy, while still offering personalized
guidance from educators, we can create a more responsive
and student-centred learning environment.
•To achieve genuine agency, we must reimagine educational structures to give students more control over their learning journeys.
•At the heart of this ideal ecosystem lies the concept of customisable or responsive learning opportunities. The ideal ecosystem therefore places student agency and choice at the forefront of the design of learning experiences.
Design
Principle
#1

15. Equitable and
Inclusive
•By offering flexible online learning opportunities, we
can reach diverse student populations, including
those from underserved communities and non-
traditional learners.
•The concept of "inclusion in school vs. inclusion in
education" highlights the need to think beyond
traditional brick-and-mortar institutions.
•Equitable access to technology, including devices and
broadband internet, emerges as a critical factor in
sustaining online programs and ensuring all students
can participate in virtual learning opportunities.
•An ideal ecosystem recognises that true inclusion
goes beyond physical presence in a school building
and extends to providing quality educational
opportunities for every student, regardless of their
circumstances or location.
Design
Principle
#2

16. Cohesive and
Cooridinated
•An ideal educational ecosystem that is cohesive
and coordinated could address the current fragmentation, regulatory challenges, and
inconsistencies in the compulsory sector.
•By fostering collaboration, standardising
practices, implementing supportive governance
structures, and leveraging technology
effectively, such an ecosystem would provide a more flexible, diverse, and high-quality
learning experience for all students.
•This approach would not only improve the current state of education, but also pave the
way for a future where learning is seamlessly integrated across various contexts and
modalities.
Design
Principle
#3

17. Innovative
•The current state of online education for school-aged learners has largely stagnated
since its inception in the early 2000s,
highlighting the pressing need for innovation to create a more effective and adaptable learning
environment.
•The ability to offer anytime, anywhere learning
is a key aspect of an innovative educational
ecosystem, breaking free from the constraints
of fixed schedules and locations.
•Innovation in the educational ecosystem also
extends to addressing systemic challenges. This includes advocating for policy changes that
support flexible learning options, revising
funding models, and improving regulatory
frameworks.
Design
Principle
#4

18. ChallengesLeadership and policies
Resourcing and funding
Infrastructure and Systems
Teacher Role
Accreditation

19. Leadership
and Policies
•Leadership, both at the government and institutional levels, plays a crucial role in overcoming these obstacles. There's an emphasis on building trust and authentic relationships between stakeholders, including educators, policymakers, and parents
•There's a desire for a more forward-thinking approach to education policy that considers technological advancements and changes in teaching and learning methods.
•Lack of regulatory guidelines for online learning, including class size ratios and professional development requirements.
•Recommendation: Form a national task force or advisory board comprising representatives from virtual learning networks, schools, and the Ministry of Education to develop and implement a strategic plan for advancing online education in New Zealand.
Challenge
#1

20. Resources
and Funding
•Current regulatory obstacles such as attendance requirements and funding models
hinder the implementation of flexible learning
options.
•Challenges in obtaining support from the
Ministry of Education, navigating bureaucracy, and feeling undervalued or overlooked despite
efforts to provide quality education.
•Need to simplify funding structures, standardize technology platforms, increase
awareness, and enhance teacher preparation
programs.
•Strategically allocate resources and provide
support from government agencies to support
virtual learning initiatives.
Challenge
#2

21. Infrastructure
and Systems
•Structural factors, including time, resources, and resistance to change, play a role in the stagnation of the model.
•A future model of online education could incorporate elements of residential learning to foster community and collaboration
•Need for platforms and systems that empower students to explore and select courses based on their interests and needs, while also providing personalised support and guidance from educators.
•Invest in technology integration and real-time data analysis to improve virtual learning experiences and outcomes.
•Implement standardised enrolment procedures and timelines to facilitate smoother transitions for students and teachers between traditional and online learning settings.
Challenge
#3

22. Teacher Role
•Need for a pedagogical shift to support online and flexible learning. This includes adopting teaching methods that can accommodate face-to-face, distance, or hybrid learning environments.
•Enhance teacher education programmes to include more training for online teaching and offer opportunities for pre-service teachers to gain online classroom experience.
•Ongoing professional development and evaluation are necessary to ensure the effectiveness of online teaching and learning.
•Employment structures, particularly for online educators, present challenges due to differences in benefits and liabilities compared to traditional school-based employment.
•Recommendation: Develop standardized professional development programs or micro-credentialing opportunities for e-teachers to build their skills and confidence in online instruction.
Challenge
#4

23. Accreditation
•Several barriers to achieving sustainable online
programs were mentioned, including access to
qualified teachers, learning environments that
prioritize academic learning, and social factors
affecting families' attitudes towards education.
•Frustration over the lack of recognition and
accreditation for virtual learning institutions like
VLNC
•There's a need to recognise the value and
effectiveness of online learning, especially for
diverse learners who may benefit from flexible
scheduling and learning environments.
•Consider the impact of assessment methods,
particularly internal assessments, on student stress
and mental health, and explore alternative
approaches.
Challenge
#5

24. Where to next?
Complete write-up based
on feedback from
interviews
1
Represent a future
learning ecosystem
2
Confirm
recommendations for:
•System leaders
•Providers
•Schools
3

25. https://flanz.org.nz/dl-pulse/
https://jofdl.nz/index.php/JOFDL/article/view/677
https://futuremakers.nz/thought-pieces
Thank You