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"In 1992, the Alfred P. Sloan Foundation began its Anytime, Anyplace Learning Program, the purpose of which was to explore educational alternatives for people who wanted to pursue an education via Internet technology" (Picciano, Seaman, Shea, & Swan, 2012).
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"The first two virtual schools in the United States were both created in 1997" (Barbour & Reeves, 2009).
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Natriello (2005) writes that "Perhaps more challenging for the current teacher role is the question of the degree to which teachers will actually be involved in whatever pedagogy finally comes to dominate . . . . Already, observers have pointed to the shift from faculty being front-and-center to being ‘'on the side' in distance learning, perhaps as designers and organizers of the learning environments that will be experienced by students" (as cited in Duderstadt, 2001; Newman & Scurry, 2001).
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"In the U.S. online offerings for K–12 education have spread widely among states and districts. Education Week reports that 22 states have established a virtual school and that 16 states have established at least one cyber charter school as of 2004" (Natriello, 2005).
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Mobile learning is a growing trend internationally. Research reports predict that mobile learning will indeed become a significant force. Interestingly, in the United States, mobile learning is in its infancy. A survey of technology and Internet experts conducted by the Pew Internet & American Life Project in late 2007 and early 2008 predicts that the 'mobile device will be the primary connection tool to the Internet for most people in the world in 2020' (Wicks, 2010).
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"In September 2007, the North American Council for Online Learning released its 'National Standards of Quality for Online Courses.' Its recommendations fall into several categories: content, instructional design, student assessment, technology, course evaluation and management, and 21st-century skills" (Watson, 2008).
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"Many districts are implementing online learning in a blended model that combines online and face-to-face components . . . . Similar to fully online programs, the blended approach offers students flexibility, individualized instruction, and an alternative to the traditional classroom" (Watson, 2008).
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"21st-century students demand more, including personalized, interactive learning that meets the needs of mobile learners, facilitates formal and informal learning, and fosters a sense of community" (Arora, 2009).
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"A 2010 study indicated that online and blended learning are becoming integral to a number of high school reform efforts, especially with regard to improving graduation rates, credit recovery, building connections for students to their future college careers, differentiating instruction, and supporting cost-efficiency for instruction" (Picciano, Seaman, Shea, & Swan, 2012).
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"The greatest growth was for internally run training courses, with 72 percent of all institutions with online offerings now reporting that they offer this type of training for their faculty, up from 59 percent two years ago" (Allen, Seaman, & Sloane, 2011).
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"Nearly half of students used tablets for their academic work this year compared with 12 percent two years ago according to a survey from Educause Center for Analysis and Research. 68 percent of students reported using smartphones to do academic work this year compared with 42 percent two years ago" (Biemiller, 2014).
