Last week in K12 Distance Learning Part 1, we looked at a few valid arguments as to why distance learning can be just as effective as face to face learning in the K12 environment. We also discussed six reasons why a family might choose to participate in online classes instead of or to supplement their traditional offerings. This week, we’ll look at a survey completed by 2000 online middle and high school students. The survey was given by Southern Regional Education Board (SREB) with the main question being “Do online courses work for middle grades and high school students”? (The full report is viewable here). The questions focused on three basic elements of online courses that are essential for student success:
1. Was the course well designed and were instructional materials available when needed?
2. Did the teacher set high academic expectations, support and facilitate student learning?
3. Was the student prepared for the online course?
The report had some interesting findings; perhaps most intriguing were the results for number 3. Was the student prepared for the online course? According to the report “Some SREB state virtual schools report that students often say they drop out of online courses because the content is too difficult or because they are not comfortable with the online instructional style”. This is cause for concern. What can schools do to prepare the students ahead of time with an indication of what to expect from this alternative environment. Unfortunately students sometimes go into distance learning with rose colored glasses on and don’t have an accurate picture of what is involved. The report also indicated, “eighty percent of the students surveyed said they were academically prepared for the course they took online”. This is a positive sign that academic preparation is not a factor in online instruction.
Not surprising, 75% of students said they were familiar with the technology components and software used for their online courses. However, it is noteworthy that the remaining 25% were not “technologically ready” for the online environment. While most experts agree, strong online classes include simulations and demonstrations, reading is still a foundational component of online learning that is going to remain. Indicating a need for a student to read at an acceptable pace and recognize the difference between reading on screen and in print.
Perhaps, the most noteworthy finding was students realized “time-management skills” were a real factor and potential obstacle in preparing and participating in an online class. There seemed to be a disconnect between the student’s expectations and the reality of what is required in an online class. Using this information, state virtual schools will need to do a better job in offering an explanation prior to the class beginning. This would be best served through an orientation class that is required and includes a readiness evaluation that includes all areas of readiness, provides remediation, and bridges the gap between the “easy way out” and true time commitment learning from a distance requires.
The students were given the option at the end of the survey to answer an open ended question. One student said “I would not recommend this type of class to a student who is not an independent learner and does not have sufficient computer skills”. This statement shows the importance of knowing ahead of time what you are getting into. It makes me wonder if this student wishes someone would have shared this with them prior to registration.
Next week, in Part 3 of our series, K12 Distance Learning, you will learn about eLearningToolBox’s latest release of READI 6.0 and that it includes a new Secondary version to measure readiness levels for distance learning among 8th-12th grade levels. Stay tuned…
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