Virtual Learning Leadership Alliance

VLLA

Franchise Model: Opening up a world of opportunities for rural schools & students

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7 tips to ignite quality, online learning partnerships

The country’s most popular fast-food restaurants, coffee shops and pizza delivery services all have them. But did you know that an increasing number of states across the U.S. have plugged into the franchise model for online learning?

Franchises for quality, state-based online programs geared especially to K-12 rural school districts are seeing a boon. Even as the pandemic slowly fades into history, the franchise model expands a district’s course curriculum to be customizable for its students. This is welcome news for rural districts as they can now offer, literally, a world of courses to their students.

Several state-based programs – all Virtual Learning Leadership Alliance members – are blazing the trail in partnering with schools using what is termed a franchise model. Specifically, VLLA members provide the foundation, honed through years of experience, to help districts start their own programs.

The following VLLA members offer franchise models:

“The plan is simple,” said Mia Murphy, Ed.D., executive director of North Carolina Virtual Public School. “Our Partnership Courses Program provides the technology, content, training, and support while districts provide their own teachers. This allows them to focus on their most important stakeholders in the education continuum, the students.”

While the pandemic certainly boosted the popularity and necessity for the franchise model of quality virtual learning, early advocates know it’s here to stay. Sara Rotureau, student and school services team leader for VirtualSC, stands out among these leaders. Following significant growth in the 2020-21 school year, she anticipates positive growth ahead.

“In our experience, schools and students benefit from this model of virtual learning due to the level of flexibility,” she said. “Schools can build their virtual learning programs to meet the individual needs of their student populations which is unique to each district.”

Flexibility, along with opportunity, solutions, and support, form the cornerstones for successful online learning partnerships. State online programs provide the infrastructure and standards-based curriculum, while districts expand their online courses to address the unique challenges and needs using their own teachers.

7 tips for successful online learning partnerships

Just as Harland Sanders had to perfect his trademark chicken to replicate at KFC franchises across the South in the early 1930s, so, too, have state-based online franchise programs. VLLA members who have emerged as leaders in the franchise model have learned through their experiences.

To help other VLLA members enjoy success in their franchise partnerships, they offer the following observations:

  1. Transparency, communications, and collaboration are key.
  2. State your expectations, mission, and program values up front.
  3. Each decision is made for the partnership’s benefit.
  4. Cooperation and understanding. Remember, many districts are setting up a virtual program for the very first time.
  5. Alleviate “known” barriers (e.g., technology, content, support, training, etc.) by providing them through the partnership.
  6. Allow districts to structure curriculum based on their schools’ and students’ needs.
  7. Continuous support and resources.

NCVirtual is a testament to creating successful franchise models. With enrollment tripling in its inaugural year, the state program sees the most continued growth with district-based virtual academies. Their partner districts’ successes are their successes.

“One of our partnership schools which has been a part of the Partnership Courses program since its inception in 2020 continues to increase its enrollment every semester and actually had enrollments in five courses they never used before this past semester,” said Murphy. “Another partnership school now is fully staffed to build their own courses based on the successful outcomes, support, and training we provided to them.”

Similar successes, coupled with an ever-increasing demand for online and hybrid learning, promise to secure the franchise model as a standard bearer for the future of K-12 education. VLLA and its members have emerged as leaders, setting the stage for others to follow.

While good ’ole Mr. Sanders may not have ever fathomed the proliferation of his iconic chain, education leaders like those noted above, definitely understand and embrace the future of franchise partnerships.

Steps to hire & keep the best online educators

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Increase in demand juxtaposed by overall teacher decline

From manufacturing to food service, just about every industry in the country is experiencing the two-pronged challenge of attracting new hires while hanging on to current talent. This pressure cooker for employers means looking at new and engaging ways to get and keep the workers they need for success.

While always a demanding profession, education withstood a traumatic hit in January 2020 when COVID reached U.S. shores. By June 2021,  a survey by the National Education Association of 2,690 members indicated 32% of the 2,690 members responding said they plan to leave the profession earlier than planned. Couple that research by a study done by RAND Corp. that blames the pandemic for “intensifying attrition, burnout and stress on teachers who were almost twice as likely as other employed adults to feel frequent job-related stress and almost three times more likely to experience depression.”

No one can argue that this is an extremely demanding time for educators, traditional and online alike. Lest our valued teachers and all those who rely on them lose heart, the Michigan Virtual Learning Research Institute (MVLRI) issued a beacon of hope in its May 2022 publication, Recruitment and Retention of Online Teachers. A long-standing member of the Virtual Learning Leadership Alliance (VLLA), Michigan Virtual is recognized for its thoughtful research and guidance on issues impacting the virtual learning community.

In its recent study of Michigan teachers and administrators’ social and emotional needs, MVRLI found that nearly two-thirds of teachers responding said they considered leaving their jobs during the 2020-21 academic year. These findings prompted MVLRI to commence its deep dive into the state of online teacher recruitment and retention, examining the challenges and uncovering strategies to overcome them.

Specifically addressing COVID’s impact to online teachers,  Rich Copeland, supervisor of teacher quality of Georgia Virtual, provides a distinct perspective. “COVID has impacted online teachers by making them necessary and integral to teaching during the pandemic. At the beginning they were lumped in with emergency remote learning, but I think the distinction between quality online learning and remote teaching has been absorbed …. I encounter some district leaders who are still shell shocked from the experience.”

In the same vein, John Ashworth of Virtual Arkansas, another VLLA member, does not forecast a shortage of online educators in the near future. Rather, he anticipates a continuation or worsening of the teacher shortage in traditional classroom environments.

“Since the beginning of the pandemic, we have had a dramatic increase in contacts from educators across the state inquiring about job openings,” said Ashworth. “We are seeing an increase in teaching online since the pandemic. In our program, we routinely see several dozen applicants for each position we post which gives us an opportunity to hire very highly qualified educators.”

This perfect storm between an exodus of traditional brick-and-mortar educators and the increased demand for online teachers has prompted a better understanding of creating blended classrooms. Thus, said Copeland, we can collectively better respond to emergencies or simply promote the continuity of learning.

“We are currently working directly with educators across the state of Georgia in our PartnerUp program which allows districts and schools to use our LMS, content, professional learning, and technical expertise,” said Copeland. “ We are hoping to build capacity for quality online and blended learning so that districts have some flexibility in addressing the overall teacher shortage.”

Recruitment: The challenges & opportunities

When it comes to hiring talent, online programs must work harder to fully inform and educate potential teachers. Dispelling misinformation and myths are part of an overall strategy that also includes providing a structure that is attractive, functional and supportive.

MVRLI research shows the top three challenges for online learning programs are:

  • Compensation and benefits
  • Belief that openings are only in specialized areas such as special education, math, science, and technology
  • Low awareness of online teaching programs among those looking for work

Compounding these noted trials is teacher perception of the value and rigor of online learning programs. A lack of awareness keeps educators from even exploring the option of online teaching, an opportunity gap that, if remedied, can cast a broader net for recruitment.

With each noted challenge, MVRLI talked with experts in the field, including VLLA’s own Cynthia Hamblin. These best practices can help online learning programs navigate through the noted challenges of retain new and seasoned talent.

Among the MVRLI recommendations for recruitment are:

  • Using existing networks to recruit, including social media, familiar posting sites, and job boards. Word-of-mouth remains the top source for letting current staff know about openings.
  • Creating a structured orientation program that includes a dual approach of information and general training for online teaching. Effectively onboarding online educators on learning management systems, state requirements, instructional approach and expectations, policies, and procedures.

Retention: Keeping quality talent

The other side of the talent coin centers on retaining good educators who bring a broad array of experiences with them. To effectively address the departure of online teachers, the MVRLI study wisely uncovered some of the main causes.

The top three reasons?

#1: Not offered a full-time, permanent position

#2: Too many job responsibilities and lack of work-life balance

#3: The program is not able to offer a competitive compensation package

These issues are exacerbated for new teachers, who must adapt to online environments, motivating students, and carrying workloads required for learning. The statistics shared in a recent MVLRI blog found that 10% of new teachers do not stay in the post, and 44% leave within five years.

Virtual Arkansas understands the importance of attracting new online teachers while keeping its current educators satisfied, engaged, and supported by the program. “We try to focus strategically on recruitment and retention … and what motivates educators to go to a specific organization and stay there,” said Ashworth.

Beyond competitive compensation, Virtual Arkansas outlines the other components it uses to best serve both new and current educators. The top initiatives include:

  • School culture
  • Physical location
  • Leadership
  • Flexibility in teaching
  • Career advancement opportunities

Coupling this strategic focus on other top motivators is teachers as recruiters. “If the teachers are happy and feel the organization is going in the right direction, other teachers outside the organization will hear it and want to be part of it,” said Ashworth. 

Solutions to successfully address future needs

While an overall teacher shortage impacts traditional public schools, online educators are capably stepping in to fill the gap. The MVRLI study shed considerable light on the challenges and opportunities for online education programs.

Effective solutions uncovered in the research calls for a combination of logistical policies and professional practices. On the policy side, programs can allow teachers to work anywhere with stable internet, ensure a minimum number of enrolled students, and a competitive base pay with opportunities for increases in compensation. Among the professional practices outlined are mentors/coaches for new teachers, coordinating communities of practice, and professional development focused on teacher growth and leadership.

Beyond those, social and emotional supports are necessary for a successful program. This comes in many forms, including feedback, culture, inclusion, and engagement. This sound investment in new and current educators goes a long way in securing an online program now and into the future.

With these recruitment and retention strategies in hand, quality, online education will continue to thrive and play a critical role in the education of today’s children. Now, more than any time in history, online learning is an essential part of a child’s growth and development throughout his or her educational journey.

Online learning partnerships boost access, success for rural K-12 learners

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Online learning partnerships boost access, success for rural K-12 learners

Across America’s rural communities, online learning partnerships are planting seeds for student success. As these cooperative efforts grow in our heartlands, so, too, does the measurable impact on rural K-12 learners.

In its March 2022 publication “Partnering for Rural Student Success: Best Practices for K-12 Districts and State Virtual Schools,”  the i4tl Center for Research and Innovation examines relations between virtual school programs and rural schools. The study highlights the positive outcomes for students, schools, communities, and teachers.

For the report, the Center outlined the significant impact of state virtual school programs on rural education from across the U.S., including VLLA member Arkansas, Colorado, Idaho, Michigan, Montana, North Carolina, North Dakota, and South Carolina.  To best understand and quantify the positive impact virtual learning has on rural settings, the research focused on common characteristics of successful partnerships.

Among these characteristics are the development of alternative accessibility and funding models, support of high-quality implementation of digital teaching and learning, and creative programming that expands learning opportunities. Additionally, continual data collection is key to a program’s success. 

NC Virtual: A Case Study for Rural Collaboration

The power of partnerships, especially how it relates to rural education, is evident to many of the country’s top online providers. NC Virtual, a member of the Virtual Learning Leadership Alliance, embraces the importance of educational equity for students in rural North Carolina.

“As an increasingly mobile society, there is a high likelihood that students in rural areas will ultimately live elsewhere,” said Rachel McBroom, Ph.D., chief academic officer at NC Virtual. “To ensure that these students are competitive in the future marketplace, the educational community must ensure that all students, no matter their zip code, have access to the educational opportunities necessary to ensure their lifelong success.”

North Carolina serves over a half million rural students, representing more than 1 in 3 of the state’s public school students. The state has long considered how to best address rural inequities in part of the long-standing Leandro lawsuit filed in 1994 by low-wealth rural districts over the issue of funding. The state has used strategies such as supplemental funding and comprehensive support models from the state education agency. Currently, the state is studying various funding options which address rural schools’ ability to provide an equitable educational experience.

To support collaboration between the state’s public schools and online learning programs, NC Virtual has partnered with rural schools in a number of ways. The driving factor in these partnerships is for NC Virtual to help its rural partners supplement their existing programs to meet their students’ needs, according to McBroom.

Co-teaching courses illustrates one type of partnership. These co-taught courses pair teachers in the face-to-face school with an experienced online teacher. Rural schools that struggle to provide mentors for their new teachers have embraced this model. NC Virtual’s experienced online teachers can provide mentoring to newly licensed teachers in rural schools as they co-teach content.

“Online learning allows rural schools to offer its students expanded opportunities,” said McBroom. “Common challenges faced by rural schools include limited fundings and/or human resources. Through online learning, rural students gain access to a wider variety of courses previously only available at larger urban schools.”

Collaborations not Kingdoms: An Analogy for Educational Access

Just over 1,600 miles northwest of North Carolina sits the Center for Distance Education in North Dakota, another staunch advocate for public school-online learning partnerships. In fact, State Director/Superintendent Matthew Lonn, Ed.D., muses that schools cannot operate as kingdoms.

“Maybe that is a little bit extreme,” said Lonn. “But the point is important. School districts do not have the luxury to function like a kingdom in Europe during the Middle Ages … or Game of Thrones if that’s an easier reference.”

The reference alludes to the typical kingdom in Middle Age Europe which had a strict social order. There was the upper-class nobility, the middle-class merchants and other educated professionals and, finally, the lowest level of the social ladder made up of the peasant class. The basic governmental structure was termed the feudal system, a kingdom made up of lords who owned large land estates often worked by the peasant and merchant class. The lords vowed allegiance to the region’s king. In return, the king protected the lords, and the lords protected their peasants in the event of attack. As such, the peasants promised to serve the lords and the king during times of war and provide funding via taxes.

Middle Age Europe was a time in history with much upheaval. Trade between kingdoms was often a dangerous venture. Kings and queens collaborated little with neighboring kingdoms because many felt they could provide everything they needed on their own. In addition, there was a general lack of trust regarding the ambitions of neighboring kings and or queens. The result was a map of scattered European kingdoms that relied on their own feudal systems for their prosperity and survival. The only real way to expand a kingdom’s resources was to invade another.

“Eerie parallels can be drawn between the Middle Ages and present-day school districts,” said Lonn. “Many districts today are very hierarchical in how they are managed. Most still follow a standard social order of superintendent, assistant superintendent, principal, assistant principal, teachers, students. Each has certain expectations placed on them that are associated with their position level.”

School districts also have confined land areas that they can legally operate in. Although to be fair, taxpayers do have the authority to vote on property tax increases which puts a little chink in the armor of this analogy. In addition, districts do not often invade neighboring districts, although, they do sometimes compete for students.

Unlike kingdoms during Middle Age Europe, school districts cannot fall into the trap of thinking they can meet the needs of their constituency in the 21st century without partnering and collaborating with multiple regional, state, and national partners. Knowledge today is vast and supposedly doubling every 12 hours. New and improved services are being developed and improved constantly.

“If a school district is going to make sure that their students have access to quality content presented in mediums that have been shown to help kids learn, they can’t rely on their own staff to do it,” said Lonn. “They simply don’t have the time and resources.”

Instead, by partnering with organizations that invest heavily in new content development and technology, a district can allow teachers and support staff the opportunity to do what they do well. That is to work daily with kids, building positive relationships and helping navigate a world that is in a constant state of change.

Instead of each district trying to act as a fully self-sustaining organization, they must recognize the advantages of specialized education for students. Online learning programs do certain things well, including the delivery of high-quality online content and assessment via a Learning Management System and Student Information System. These complex systems are growing and changing almost daily.

“By partnering with regional, state, or national online learning programs, districts do not have to spend time and valuable resources providing a medium of learning that is not their strength,” asserts Lonn.

In contrast, classroom teachers do things well that online programs often struggle with. Hands-on, project-based group learning, live discussions and debate, and one-on-one tutoring are all advantages possessed by face-to-face school districts. By focusing on these advantages with their staff, districts have resources to provide choice and opportunity to students that they do not otherwise have the funds to offer for learners.

“What eventually killed the constant state of war that plagued Middle Age Europe was the realization that through trade and specialization with other kingdoms and nations, everyone can enjoy a higher standard of living without continual disruption,” concludes Lonn.

Many school districts realize that by partnering with online learning programs, students gain choice in their education and school district staff gain the ability to work more one-on-one with students. The result is an educational experience that provides students, especially rural learners, with the skills they need to be successful adults.

Sources:

Partnering for Rural Student Success: Best Practices for K-12 Districts and State Virtual Schools, i4tl Center for Research and Innovation, March 21, 2022, https://www.i4tlresearch.org/partnering-rural-student-success

Rachel McBroom, Ph.D., chief academic officer, NC Virtual, https://ncvps.org/

State Director/Superintendent Matthew Lonn, Ed.D., Center for Distance Education, https://www.cde.nd.gov/

Connecting with students from a distance

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Connecting with students from a- distance

Building and fostering a strong community is essential in a virtual learning classroom.  Without the ease of daily face-to-face interaction, the online teacher develops community by creating opportunities for learner-teacher and learner-learner interactions that are conducive to active learning.

To successfully build community and enhance the virtual classroom experience, the following are important strategies to consider.

  1. Communication and Feedback

In a recent research study published by the Michigan Virtual Learning Research Institute, experienced online teachers reported that using timely communication in various forms and feedback tailored to the individual student were ways in which they built relationships with their students.  Whether using email, phone calls, or text messaging responding promptly to student’s requests or questions is crucial.  Like communication, personalized and targeted feedback strengthens student relationships. Good feedback allows students to understand what they did wrong, make corrections and increase the development of their skills.

  1. Engagement

Facilitating meaningful engagement in learning activities promotes community as well as learner success.  Welcoming students to their online course, setting expectations, modeling engagement and providing students with diverse content media and resources are all strategies for engaging learners.  The faculty and staff at Northern Illinois University provide tips on how to increase engagement, “Students can interact with each other through discussion forums, blogs or other collaboration tools.”

Go the extra mile for students so they truly relate to the content and course. Teachers should emphasize the key course concepts and challenge students to improve their work, using feedback and communicating directly with students creating a solid class foundation.

 

  1. Appealing to Students’ Interests

Michigan Virtual Learning Research Institute highlights the importance of appealing to students’ interests, noting, “Teachers reported strategies such as surveying students on their interests, encouraging them to share about themselves on discussion boards, and learning about student interests as a way to connect.”

One teacher participating in Michigan’s study stated, “I speak to students on the phone, and I try to find a common ground to relate to them other than the course such as their sport, activity, or interest. I email students and encourage them. I use the reminder app to motivate students. I post congrats on announcements with first names of students who completed a specific assignment or who have worked to complete assignments.”

When building connections with students, effective communication, timely feedback, engaging learning activities, and appealing to students’ interests are important strategies for a strong foundation of community within the classroom.

 

Sources
https://www.nsqol.org/the-standards/quality-online-teaching/
https://michiganvirtual.org/research/publications/key-strategies-for-engaging-students-in-virtual-learning-environments/
https://www.niu.edu/citl/resources/guides/increase-student-engagement-in-online-courses.shtml

Digital equity gives all students a chance for success

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Digital Equity

At its very best, technology can connect people worlds apart, bridge cultures and create a limitless path to knowledge. Digital equity, specifically, characterizes the success of a society where all people can fully pursue the same opportunities.

Nowhere is digital equity more critical than in the education of children. Students in rural America, urban centers, and indigent communities as well as those with learning challenges all deserve quality instruction and equal access to the best learning tools. Online learning has definitively opened up a world of knowledge with multiple course selections for many K-12 students

While the COVID pandemic may have shined a revealing light on the nation’s unpreparedness, we now are emerging into a world with the very best technologies and education. Embracing digital equity and doing the work to achieve it means all children will have the opportunity to engage in high-quality learning.

Digital equity research and news abounds and is providing sage guidance to school administrators, educators, researchers, and communities. Their collective role now and post-pandemic will help guarantee that all students have the same chance of educational success.

The eSchool News offered several actions to achieve digital equity in the classroom in its 2021 article, “8 steps to digital equity after the pandemic.” Superintendents from across the country provided insights on how best to resolve the issue, including access, student and educator training, monitoring, and reporting outcomes.

New research from Michigan Virtual, a member of the Virtual Learning Leadership Alliance, emphasizes the need for digital learning initiatives to align with the instructional program. Focus must remain on student, teacher, and school community needs in an environment that joins technology, content, instructional strategies, and learning principles.

The research acknowledges the efforts already underway and encourages further development, saying, “… school leaders continue to push forward to design and implement learning models aimed at providing an equitable education for their students — models that meet the needs of all students. These leaders will continue to rely upon digital resources to evolve their learning models to better serve their students.”

Yes, the pandemic was long and challenging for many, especially educators and students. The very best of technology and education, however, awaits teachers and students as they emerge from the pandemic. Embracing digital equity and doing the work to achieve it means all children will have the opportunity to engage in high-quality learning.

Sources
https://www.digitalinclusion.org/definitions/
https://www.iste.org/explore/Lead-the-way/5-things-every-educator-should-know-about-digital-equity
https://www.digitalequityact.org/
https://www.nsba.org/ASBJ/2021/june/digital-equity-for-all
  • Pew Research
https://www.digitallearningcollab.com/equity-and-access
https://michiganvirtual.org/research/publications/vision-digital-learning-michigan-schools/
A Vision of Digital Learning in Michigan K-12 Schools, Sept2021
https://www.pewresearch.org/fact-tank/2021/06/22/digital-divide-persists-even-as-americans-with-lower-incomes-make-gains-in-tech-adoption/
https://www.eschoolnews.com/2021/01/22/8-steps-to-digital-equity-after-the-pandemic/#

Standards, quality & collaboration define online education

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Standards, quality & collaboration

The Covid pandemic spring boarded online learning from an education option to a emergent necessity for school administrators, students, teachers and parents. Most teachers had not been trained or provided the tools to move their curriculum and instruction entirely online in such a brief period. As a result, many classrooms were moved to Zoom-like classrooms, resulting in educators and students spending hours online together and limiting change to the methods and practices of delivering education.

Despite their efforts, educators learned firsthand that teaching remotely required different strategies to instruct, communicate and engage their students. The struggles experienced by some teachers, students and parents with emergency remote learning have created a negative association with online learning.

It is important to understand that learning experienced during the pandemic was not quality online learning. Instead, it was the result of an historic, unplanned emergency that left many schools and educators scrambling to deliver K-12 education.

QUALITY ONLINE LEARNING ISN’T EMERGENCY REMOTE LEARNING,  BUT CAREFULLY CRAFTED LEARNING OPPORTUNITIES

VHS Learning President & CEO Carol DeFuria emphasizes the key differences between an emergency remote learning model and online learning model. “Emergency remote learning typically uses a ‘lecture model’ that attempts to duplicate a teacher’s face-to-face classroom. In contrast, high-quality online learning by design puts students at the center of the learning process,” said DeFuria.

In a quality online learning environment, students work on assignments, group projects and contribute to class discussions at any time. The online course is developed by subject matter experts and instructional designers. The National Standards for Quality Online Courses provides a framework for designing effective online courses.

QUALITY ONLINE LEARNING ISN’T DEVOID OF TEACHERS

A misconception of online learning is that the student is learning without the support of a teacher. Quality online learning opportunities are taught by accredited instructors who received training to teach in an online environment and continue their education to adapt best practices.

When educators are trained to teach online, they engage their students and provide ongoing support and guidance on the subject matter. Students ask questions, share ideas, and take an active role with their online teachers. 

QUALITY ONLINE LEARNING ISN’T ISOLATING BUT COLLABORATIVE

Online learning often comes with the misconception that there is little to no communication between classmates and all work is done independently. While independence is one aspect to being successful, collaborative learning is central to online courses.

The Columbia Center for Teaching and Learning highlights the importance of working with peers, affirming that “Collaborative learning is active learning involving several students working together and sharing the workload equitably as they progress toward intended learning outcomes.”

Research from the Columbia Center for Teaching and Learning shows a positive correlation between collaborative learning experiences and students’ achievement of learning outcomes. In an online course with trained teachers, group work is common where students learn, discuss and challenge each other with projects and assignments. Online learning isn’t just independent study; it is sharing ideas with classmates to engage students in their own education.

Quality online learning also is based on a nationally recognized standard of quality where school leaders plan for the development of high-quality online courses, instructional practices, and school or districtwide programs. Educators uphold individual standards where they can continuously improve online learning programs. Online learning isn’t rushed or created by emergencies. Rather, it is built by collaborative education leaders who continue to work at revising and improving programs to provide students the highest quality of education.

Supported by this information, educators, parents and students understand that online learning involves planned curriculums, quality education and collaboration. Curriculums are guided by national standards and built by educators who have the background and knowledge to deliver an excellent educational experience.

Sources:
https://online.illinois.edu/articles/online-learning/item/2017/02/14/10-common-misconceptions-about-online-courses
https://www.educations.com/study-guides/study-online/
https://vhslearning.org/many-pandemic-learning-was-worst-remote-learning
https://www.nsqol.org/
https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/collaborative-learning-online/
https://michiganvirtual.org/research/publications/committing-to-quality-online-learning/

Prepare for the Future with Online Learning

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Since the onset of the COVID-19 pandemic, online learning has definitively moved to the forefront of education. Course enrollments have steadily grown for years, even before the pandemic. The 2019-2020 semester course enrollments for Virtual Learning Leadership Alliance members were over a half million. “Many students who would never have seen themselves as online students realized the model was working better for them,” says Joseph South, chief learning officer for ISTE, an organization that advocates for technology in education. “A fall 2020 RAND survey of district leaders found that 1 in 5 schools have already adopted or plan to adopt virtual schooling after the pandemic.” Virtual charter schools have existed for years, but individual districts are starting to dabble in the virtual schooling world.

Virtual settings are not only implemented in schools but the workplace as well. For anyone considering online learning, let’s look at eight of the many ways virtual learning helps better prepare students for the future.

  1. Responsibility
    Online courses require the learner to take control of their own learning. With 24/7 access to course content, today’s students have flexibility in determining when, where and how much time is needed to complete their course work.  Having responsibilities in high school offers students a realistic and constructive introduction to college and vocational school.
  1. Time management
    Online learning allows students to work at their own pace. They aren’t required to attend class at the same time each week but at a time that works best for them. Students learn to effectively manage their studies, community events and extracurricular activities which better prepares them for the workforce. Time is money, and employers look for employees who are detail-oriented and can complete a task on time.
  1. Communication practice
    Email is a vital form of communication. Online students learn how to properly draft and format a variety of communications as part of their daily interaction with teachers and other classmates. In addition, scholars learn effective communication through video and web conferencing and online chat services. A strong array of communication skills is critical when delivering information quickly, accurately and professionally.
  1. Independence
    Online students understand independence and align their goals based on their performance and not their peers. The learners are organized and confident, familiar with technologies, and accustomed to meeting deadlines.
  1. Computer skills
    With online learning, students utilize computers and other technologies to create, communicate, explore and research as part of the learning process.  This generates computer knowledge and skills. In addition to a robust online course schedule, students can take online computer courses such as programming, cybersecurity and social media for functional knowledge of technology that will benefit them in the future.
  1. Study skills
    Faced with a nontraditional setting, students must learn which study techniques work best for them. With online learning, students have the option to take courses specifically designed to strengthen study skills and strategies to increase performance.
  1. Openness to new ideas
    As a college-bound teen, students have an array of subjects that they may wish to check out. Engaging in disciplinary studies such as psychology, hospitality and tourism, and world languages provides the opportunity for students to explore different ideas as they embark on careers, meet new people and prepare for the modern workforce.
  1. Collaboration
    Collaboration between students and teachers enables all students, even the quieter ones, to have a voice. This preparation highlights soft skills that are necessary at the university level. Teachers build rapport with students through a range of communication channels, providing attention and care into each student’s feedback. The collaboration between students and teachers is essential in preparing students for college and the workforce because students are learning how to work with adults in a professional manner.

With these benefits and more, online learning allows students to discover their unique learning styles, a new independence and soft skills. These experiences help propel them as they embark on their futures.

Sources:
https://michiganvirtual.org/blog/online-learning-helps-prepare-students-for-higher-education/
https://blog.philanthropy.iupui.edu/2020/08/28/how-online-learning-can-help-prepare-students-for-a-stronger-professional-future/
https://www.ucumberlands.edu/blog/online-education-modern-workforce
https://theconversation.com/online-learning-at-school-helps-prepare-teens-for-university-34315
https://www.rand.org/pubs/research_reports/RRA956-1.html
https://edtechmagazine.com/k12/article/2021/06/rise-virtual-only-k-12-schools

Avoid online burnout with these helpful tips

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Whether for education, fun, shopping or just surfing, the health and mental impacts of spending too much time online are anything but virtual. Symptoms like dry eyes, neck pain, brain fog and wrist strain are reminders to take a tech timeout.

The increase in online burnout comes at no surprise. The internet boom in the 1990s took us from textbooks and chalkboards to PDFs and digital classrooms. Thirty years later, a worldwide pandemic that separates us physically now drives us to work, learn, play and live digitally more than any other time in history. Started as an academic research project, the internet now engages more than 2 billion users globally.

At the April 2020 onset of the pandemic, nearly all adults reported that their children’s classes were affected with many moving to a form of distance learning. From a synchronous emergency remote format to hybrid learning or online learning courses, teachers and students were spending more time in front of a computer.  With the additional exposure, certain benefits of online learning became apparent – independent learning skills, flexibility, access to courses and, of course, health and safety due to COVID.

Now, online learning is here to stay. So, it is important for both educators and students to avoid the strain of excessive computer time. Too much of any good thing can come with a price. For online over doers, that cost comes in many forms.

To avoid tech overload, here are some helpful tips to enjoy the best of virtual learning:

For Teachers:

  1. Be mindful of your free time
    Begin and end your day by taking care of yourself. When the alarm goes off, resist jumping right onto your smart phones. Ease into the morning with a stretch, mellow tunes, an inspirational quote … anything that allows you to set the pace of your day. At day’s end as you disconnect electronically, transition to home life with an evening walk, petting the dog or cat, or a cup of herbal tea.
  2. Vary your course content
    Utilize different content types in your online courses such as dynamic video, photos, guest speakers – to engage students and provide a break for you. In addition, ensure that your course content directs students to learn off screen such as hands on lab assignments outside.
  3. Ensure courses have good structure
    Take time, literally. Set an alarm for different segments of your class and your day. Computers can become a time vacuum as the hours fly by. Take control of your schedule by planning when you want to do certain activities before switching to another.
  4. Meditation and relaxation apps
    As a teacher, you may only have a few moments of downtime during the weekdays as you balance busy school days with your family and personal life. The events of 2020 and 2021 have made it more important than ever to find ways to support your mental and emotional health. There is a saying, “You should sit in meditation for twenty minutes every day – unless you’re too busy; then you should sit for an hour.” The idea is that the times we feel most overwhelmed are the times we benefit the most from pausing to reflect, heal, and reset. Meditation and relaxation apps offer a quick and accessible way to destress through guided meditation sessions of varying lengths of time, as well as relaxing sounds and stories to help you focus, de-stress, or sleep.

For Students:

  1. Find the best space for you
    Create your space for learning. The beauty of virtual learning is its flexibility. That goes for your environment, too. While we all have access to different resources, try to give yourself a space designated to learning. Make sure family members know when you are engaged in your work to help minimize distractions.
  1. Set time to be away from screens
    After a day of virtual classes, you’re probably tempted to engage in social media, tv, or other screens to decompress from schoolwork. Switching one electronic for another also can lead to burnout. Think about taking a break – a walk outside or shooting a few hoops – before spending more time on screen.
  1. Self Advocate
    Self-advocacy means taking responsibility and initiative to get what you need – not waiting for others to act for you. For some students, this skill comes naturally, while for others it takes effort and practice. One way to be a strong self-advocate is to ask questions of your teacher. Communication is key – your teachers and staff cannot answer a question or solve a problem if they don’t know the question or problem exists! Let us know how we can help you.
  1. Set a Schedule
    Create the perfect schedule for you. Another positive of online learning is the ability to set your own schedule. Decide the times your most geared up to learn and set your schedule accordingly. As long as you’re engaged in the coursework and meeting deadlines, it doesn’t matter if you are a morning bird or a night owl.

With a bit of effort and mindfulness, educators and students can avoid online learning burnout. In fact, a few simple steps can enhance the experience and position virtual learners for educational success in the years to come.

Sources:
https://www.vox.com/2014/6/16/18076282/the-internet
https://www.onlineschools.org/visual-academy/the-history-of-online-schooling/
https://admissionsly.com/online-education-statistics/
https://nces.ed.gov/programs/coe/indicator/tcb

 

 

Keeping Students Engaged in a Virtual Setting

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It’s no secret that children’s screen time has increased with modern technology and a year spent primarily learning online. Coupling additional screen time with other distractions can cause students to lose focus. This is a concern shared by parents and schools who are deciding how to best implement virtual options for the upcoming school year. So, how do we keep students engaged when they’re learning in front of a computer screen?

For anyone considering virtual learning, or instructors looking for strategies to engage students in their online course, don’t worry. A bit of innovation will help keep students engaged and interested in learning online.

Use various forms of media

Today’s students are very attuned to the latest technology. More students spend time creating digital content and expect to use these multimedia resources to learn since they are familiar with the platform. In fact, 40% of K-12 students said they find online videos help them better understand concepts they are learning in school, according to a survey conducted by Project Tomorrow.

Apart from videos, teachers can use animations, music, polls and other forms of media to enhance the learning experience. We’re past the era of PowerPoint slides with endless blocks of text. Students need something more engaging to stay interested in the lesson.

Connection to instructional design standards

In addition to various forms of media, effective online courses utilize instructional design strategies to keep students engaged in the learning process. The National Standards for Quality Online Courses provides a benchmark for quality online learning design practices. Standard C, Instructional Design, provides helpful indicators to address media/materials and enhanced engagement in the online course.

One example is indicator C6 states, “the online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.” Courses designed to provide students with several ways of expressing knowledge allow for learner voice and choice. One example of this is for teachers to provide modified instruction to meet each student’s personal needs.

“Online course instructional materials and resources present content in an effective, engaging, and appropriate manner,” is indicator C9. This is achieved through providing accessible, appropriate, and relevant materials to diverse students and communicates course content in an effective way to master concepts. An example of this indicator could be presenting images by well-known painters, such as Van Gogh, to illustrate painting techniques used.

How skills learned apply to the real world

 Just because students are learning virtually doesn’t mean they need to feel detached or isolated. Building teacher-to-student and student-to- student relationships are important for a successful learning experience. Include opportunities for virtual synchronous class discussions to show your students how to apply skills they learn online outside of class.

These real-world applications help prepare students for college and future careers. In the hands of well-trained and knowledgeable teachers, digital learning has the potential to support the following, according to the International Literacy Association:

  • Personalized and self-paced learning
  • A positive emotional climate
  • Social and emotional learning
  • Authentic real-world learning
  • Collaborative learning
  • Data gathering, analysis and timely feedback

When students understand how the skills they learn online apply outside of the classroom, they’re more involved and better prepared for life after schooling.

Instructor strategies

Even though students are learning asynchronous most of the time, teachers can implement several strategies to stay connected with the students, guide their learning and keep them engaged.

Here are some ways to maintain connections with students, based on Virtual South Carolina’s Delivering Effective Digital Instruction guide:

  • Check in with students daily via web conference, email, and/or telephone
  • Use humor and share stories.
  • Be transparent with the students and let them know that this is as much of a learning experience for you as it is for them.
  • Use students’ names during your live sessions, in written communication, and in assignment feedback.
  • Utilize video conferencing tools for face-to-face meetings or pick up the telephone to call students – especially when they need assistance, when you need to explain complex concepts, or when you sense a disconnect.
  • Contact parents and guardians regularly to ensure they know what is expected of students and to assuage any concerns they have.
  • Remind students and guardians that this is a different mode of teaching for everyone. Allow them grace and ask for grace in return.
  • Follow up on all communication as soon as possible to keep the lines open.
  • Keep a record of all communication you have with students and parents. A log will be a useful reference in case issues and questions arise.

How parents can help

Some students may need more assistance and education management, and that’s where parents can help. One way is to set guidelines for smartphone use. A major focus in daily life, phones can distract students when they are not physically in the classroom. Powering down phones and putting them away limits distractions if they aren’t needed for online sessions.

Just because online learning can be done from home doesn’t mean routines should go out the door. Helping your student set up a routine will help them stay focused on learning. For example, eating a good breakfast before starting any lesson can boost a student’s performance. Breakfast is the most important meal of the day and helps with focus and eliminates multi-tasking during class lessons.

Keeping students’ attention in such a tech-centric environment can present challenges but none are insurmountable. Working together with students in the virtual classroom can aid educators in deciding which online learning tips work best for them.

Key words: engaging, media, videos, smartphones, virtual, learning, skills, technology, online, students

Wisconsin Virtual School is pleased to announce the new Executive Director, Jason Schmidt.

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Jason has nearly 20 years of experience in education, first as a classroom teacher, then as a technology integration specialist and technology coordinator near Omaha, Nebraska, and then as an instructional technology coach in Northeastern Wisconsin. In July 2021, Jason became the Executive Director of Wisconsin Virtual School (WVS). Jason earned his Bachelor’s Degree in elementary education from Martin Luther College in 2004 and earned a Master’s Degree in secondary education and education technology from the University of Nebraska at Omaha in 2011. Jason holds certifications from several education technology organizations and is a CoSN Certified Ed Tech Leader. Outside of working hours, Jason enjoys reading, woodworking, golfing, kayaking, and camping with his family. Jason married Heidi in 2002, and they have three children. They currently live in Green Bay, WI. Find him on Twitter @jasonschmidt123.

 

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