Journal of Research on Technology in Education 425A Comprehensive Look at Distance Education in the K–12 Context Kerry Lynn RiceBoise State UniversityAbstractThis review provides a comprehensive examination of the literature surround-ing the current state of K–12 distance education. The growth in K–12 distance education follows in the footsteps of expanded learning opportunities at all levels of public education and training in corporate environments. Implementation has been accomplished with a limited research base, often drawing from studies in adult distance education and policies adapted from traditional learning en-vironments. This review of literature provides an overview of the field of distance education with a focus on the research conducted in K–12 distance education environments. (Keywords: Distance education, distance learning, virtual schools, cyber-schools, K–12.)Adult distance education is not a new phenomenon, but in recent years a growing number of distance programs have been aimed at primary and second-ary school students. National policy initiatives focused on expanding educa-tional opportunities for all students (Hassel & Terrell, 2004; U. S. Department of Education, 2004; Web-based Education Commission, 2000), funding short-ages, overcrowded brick and mortar facilities (Fulton, 2002; Clark, 2001), and exploration of alternative routes for education (Collins, 2001; Herring, 2004) are just a few examples of the forces fueling the expansion of K–12 distance education programs and schools.This article presents a comprehensive examination of the literature surround-ing the current state of K–12 distance education. Despite the noted lack of quality studies in distance education in general (Bernard, Abrami, Lou, & Borokhovski, 2004; Phipps & Merisotis, 1999), the research base in K–12 dis-tance education continues to expand and includes both comparative studies and studies that attempt to identify the factors associated with instructional quality and effectiveness. In conducting this review, a general search of the literature was performed in numerous databases, journals, Web sites, and bibliographic resources using the descriptors: distance learning, online learning, Web-based instruction, distance education, online education, interactions, virtual K–12, virtual program, virtual school, e-learning, cyber school, and cyber charter. Electronic searches were conducted in the LILI-D, ERIC, Wilson Education, and EBSCO databases. In addition, a systematic search of the journals specifically related to distance education and/or educational research was also conducted. These included Re-view of Educational Research, Distance Learning, International Journal of Distance Education, American Journal of Distance Education, Educational Technology, Jour-426 Summer 2006: Volume 38 Number 4nal of Asynchronous Learning Networks, Educational Technology and Society, and Open Learning. More than 20 national and state Web sites relating to distance learning and/or virtual schools were searched, including the U.S. Department of Education and The National Center for Education Statistics Web sites.OVERVIEW OF THE FIELDDistance education, distance learning, e-learning, Web-based instruction, vir-tual schools, and online learning are all terms used interchangeably to describe this broad, somewhat confusing, and constantly changing field of nontradition-al instruction (Carnevale, 2001; Saba, 2005). Although distance education has been defined from a variety of perspectives (Kaplan-Leiderson, n.d.; National Center for Educational Statistics, 1999), perhaps the most comprehensive defi-nition is that offered in a published monograph by The Association for Educa-tional Communications and Technology (Schlosser & Simonson, 2002). They define distance education as:Institution-based, formal education where the learning group is sepa-rated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. (p. 1)According to Schlosser and Simonson, four main components are critical to this definition. First, in order to differentiate distance education from self study, dis-tance education must be institutionally based. Second, there must be a separation of teacher and learner in terms of geography, time, and knowledge of the concepts to be taught. Thirdly, some form of interactive telecommunications must be avail-able for learners to interact with each other, with the resources of instruction, and with the teacher. In this case, telecommunications is defined as “communicating at a distance” (p. 2) and does not necessarily mean the use of electronic media but can also include non-electronic forms of communication such as the postal system. The final concept stresses the inclusion of instructional environments and resources that facilitate learning experiences and promote learning. The means by which distance education is accomplished are varied and may include video conferencing, audio conferencing, Web-based communications, or any combination of electronic communication and management tools (Rural School and Community Trust and the State Technology Directors Association, 2003). In addition to the variety in types of media tools used, the instruction may be delivered synchronously, with students and teachers communicating in real time, asynchronously, with students working at different times, or any combina-tion of the two, often with the inclusion of phone conversations, online chats, or face-to-face meetings. Distance education programs may also be self-paced, struc-tured to fit into the traditional academic calendar, or fall anywhere in between. As in adult distance education programs, K–12 distance education exists on a continuum from traditional “home study” or text-based correspondence programs to programs that utilize the full potential of technology-mediated instruction. Distance education programs targeting grade levels K–12, often re-ferred to as “virtual schools” or “cyber schools,” are operated by a variety of enti-ties that may include states, school districts, charter schools, consortia, higherJournal of Research on Technology in Education 427education institutions, for-profit companies, or nonprofit organizations (Fulton & Kober, 2002). Researchers have attempted to define the multiple methods in which distance education programs may be organized within traditional state and local educational systems.