Internet Learning Volume 4, Number 2, Fall 2015 | Page 11

Internet Learning
Figure 1. CoI Model.
found in the CoI, as well as the NSSE and
HSSSE studies, are examined in an attempt
to identify if and how such elements are
being valued and implemented in a K-12
online courses and programs.
Drawing from information provided
by anonymous survey respondents and
professional members of the International
Association for K-12 Online Learning
(iNACOL) organization, the results from
this study identify and share approaches that
K-12 online programs and professionals
are currently using to meet the holistic and
social needs of students as part of their
online schooling.
Methodology
Participants and Setting
Respondents to this survey were
31 professionals and practitionermembers
of the iNACOL.
Respondents were predominantly teachers
and principals, but also included specialists,
10
school development directors, university
faculty, and other administrators and
supervisors from online schools across
the country. Twenty-five (83%) of the 31
survey respondents worked in institutions
offering high school-level programs, 21
(70%) were affiliated with online middle
school programs, and 10 (33%) described
strategies and experiences relating to
elementary-level programming. There was
some overlap, with the likelihood that some
people may be working in programs that
support multiple grades/levels. Two of the
respondents were not directly or currently
affiliated with a specific online school or
program.
Instrument and Procedures
The development of specific
survey questions involved the inclusion of
common extracurricular and enrichment
activities found in K-12 schools and also
the consideration of questions included on
the NSSE (NSSE, 2015).