Priorities in K-12 Distance Education: A Delphi Study Examining Multiple Perspectives on Policy, Practice, And Research (Report‪)‬

The landscape of K-12 public education is changing substantially. Recent trends in United States policy (Hassel & Terrell, 2004; U.S. Department of Education, 2004) support the continued expansion of distance learning opportunities aimed at elementary- and secondary-school students. As pressure on decision-makers to implement distance learning opportunities for K-12 students continues to grow, so do questions concerning the effectiveness and scalability of existing programs, and the costs, needs, and barriers in creating new programs (Freedman, Darrow, & Watson, 2002). The decisions made today have lasting impact not only on our educational system but also on the individual students served. Therefore, it is imperative that development and growth occur in a thoughtful and systematic way (Blomeyer, 2002). Long-term strategic thinking about how best to adapt, adopt, and implement distance education into existing educational structures is necessary to ensure the most effective use of institutional resources and optimal outcomes for student success (Sarason, 1990; Verduin & Clark, 1991). The purpose of this three-round Delphi study was to identify and facilitate the prioritization of issues surrounding this rapidly evolving field. Background