A growing number of students take advantage of summer to earn credits before the next school year begins and — probably without even realizing it — to combat summer brain drain.

Students who take online courses from state online schools or other sources, learn and earn graduation credits and still have time to go on vacation with their family and hold a summer job.

Typically, online summer programs offer a variety of courses, from algebra to chemistry to world languages and electives. Students who complete course work earn credit that can mean they have more time during the school year for Advanced Placement courses or to be in band, choir or other school activities.

Summer is also a great time for students to stay connected to formal learning while in informal environments like at the cottage, state park or beach. Taking an online course during this three-month break gives middle and high school students an opportunity to get ahead in a high-interest subject area, or retake a course.

While summer school isn’t the only way to combat summer brain drain — a summer job or volunteering also help students from losing as much as two to three months of math and reading skills over the summer, as various studies show — the flexibility of online learning makes it possible to earn credits in advance of the next school year without missing out on a family vacation or spending time with friends during the summer.

Learning online can be anytime, anywhere — a student can take a laptop up to the lake and get online a couple hours a day while earning high school credit in English, math or in a variety of electives such as film studies, oceanography or personal fitness.

There are many advantages to taking an online summer course, including:

• Take NCAA-approved courses;
• Fulfill a prerequisite to take AP classes;
• Build flexibility in scheduling;
• Develop real-world skills;
• Study anytime, anywhere;
• Create excitement about learning;
• Recover credits;
• Accelerate learning;
• Expand course offerings for students; and
• Amplify 21st century learning.

Summer school enrollments among state online programs are growing much faster than the overall annual rate of online courses with an 8.8% increase between summer 2013 and 2014 and even more dramatic 18.34% increase between summer 2014 and 2015 (Keeping Pace, 2015).

Summer online learning provides students more choice and its flexible nature allows for a summer of relaxation and fun, and a summer of learning.

Would you try a new recipe without directions? Most people wouldn’t, so why would we expect first time online learners to successfully complete an online course without directions or an online student orientation? With fifteen years of providing online courses to Wisconsin middle and high school students, we at Wisconsin Virtual School (WVS) have an intuitive belief that a student online orientation course is key to a student having academic success and completing their online course. It made sense, if we support the student by preparing them for their experience with basic navigation and online readiness information. It would be like providing them with one of the critical steps in the “recipe for success.” But are we correct in our valuation of the orientation course?

WVS has had an Online Student Orientation Course since we started in 2000. The past two years we have offered a “facilitated” Online Student Orientation Course. We have a cadre of experienced online teachers who also teach other courses for us “lightly facilitate” the course. The facilitator’s have the following expectations:

• Send welcome letters through the Student Information System (SIS) to students, and copy the parent or guardian as they enroll in the online orientation course.
• Provide the student with the Learning Management System (LMS) and SIS Quick Guides for Use.
• Inform the Local Education Guide (LEG – a local liaison between the online teacher and the school, coach/mentor role) if students are expected to complete the Student Online Orientation Course.
• Verify that the student has begun work in the orientation course by the end of the first week after a student’s start date.
• Gather/review information about student schedule, background, etc. that will help support and encourage the student.
• Ensure that students can use the course tools, understand how to access Help resources and communicate high expectations for performance and behavior.
• Take appropriate action for any student not engaged or ready to learn.
• Confirm each student has completed the Student Orientation Course.

We feel strongly that a student completing the Online Student Orientation Course is a significant indicator of a successful course performance. We provide the orientation at no cost to schools and students. It is strongly recommended that the student is enrolled in the Online Student Orientation course and that the LEG/mentor/coach assure completion.

But are we correct in our assumption that the Online Student Orientation Course is an important aspect of student success in their first online course? WVS worked with a researcher to conduct a study. Because the LEG’s role in providing the student with support and oversight is so critical, we decided to look at this issue at the school level versus an individual student level. The research question our study set out to examine was:

In schools where students perform better in the Online Student Orientation course, do students tend to perform better in their online academic courses as well?

Our data analysis method required that we focus on schools that enrolled at least 5 students in an online course (and not schools that enrolled just one or a few students). Our data for this research came from fall 2014 and focuses on 1,229 students from 82 public schools across Wisconsin. What did we learn?

• On average, students’ online course scores are higher in schools where students complete the online orientation course.
• All students successfully completing the online orientation course had an average academic course score is 83%.
• Students that did not complete the orientation course averaged an academic course score is 74%.

Does completing the online orientation course “cause” the 9-point difference in students’ academic course scores? The study was inclusive, but the research strongly suggests the following:

• The difference in scores, even after controlling for the different levels of overall academic achievement at the schools, suggests that it’s not something about the schools that is driving this difference.
• A school’s students completion of the Online Student Orientation Course predicts how well these students perform in their online academic courses.
• High rates of Online Student Orientation Course completion are associated with stronger student performance in online academic courses.

The study also indicated that students are receiving the information they need to be successful in the online course and that Local Education Guides (LEGs) are “on the ball”!

Why the Online Student Orientation Course? Students that complete the Online Student Orientation Course perform better in their online academic courses! Without it students are missing important “directions for the complete recipe” to a successful online course.

 

 

The holidays are behind us and school is back in session. Calls and emails to Wisconsin Virtual School (WVS) have increased as districts are asking questions about enrolling, technology readiness, and their students’ courses. I have been called to visit district to provide an overview of WVS and our work as a partner in the Wisconsin Digital Learning Collaborative (WDLC). As I walk into the school district office my mind starts reviewing the proposed agenda for the meeting. I expect the conversation to start with introductions all around. I hadn’t been informed of who would be attending the meeting, so I’m running through scenarios of the leaders that I hope will be there to engage in a conversation about digital learning opportunities. I had spent some time on the district’s website to see if I could capture potential names and titles. I’m thinking (hoping) the superintendent, high school and middle school principals, special education director, curriculum director, pupil services, school counselor, and technology or IT support will be present. At times a board member, parent, or even a student representative might be asked to participate in the meeting. If my “hope” is met, we’ll be in position for a great conversation.

I’m not disappointed on this day when the district team assembles in a conference room. The district leaders I had hoped for have arrived. No board members, parents, or students, but that’s OK, we are off to a great start. From introductions the conversation comes back to me to review the purpose of the onsite school visit request. I provided an overview of what the state-led virtual school program can provide for a district in supplemental online and blended learning services. After 12 years of providing these types of meetings, I start with providing the top reasons students take an online course and why a district might want to offer an online course for a student.

I suggest also that they may want to recover a student who has left their district for other opportunities in neighboring districts or to any of Wisconsin’s 30+ virtual charter schools. From here the conversation becomes much more localized and specific to their needs and their students. The school leaders begin to share what they have been doing, what they are thinking about doing, and how they might get there. As a state-led virtual school, supplemental in nature, we’re there to listen, ask for clarification, provide additional questions to ask, provide examples of implementation at other districts, and potentially recommend resources and pathways. The recommendations may be other state programs and services, or starting a virtual charter school, or working with various providers to build a program on their own to meet their needs. There most likely is not be one-size fits all solution, I tell them.

No matter where they end up, I have experienced several commonalities in these meetings over the past years.

1) The vast majority of schools have similar if not identical needs: types of students they want to serve with specific needs. (Credit deficient, accelerated graduation, homeschooled, full time virtual, part time virtual, capture students that have left their district for services elsewhere, etc.).

2) Most school districts seem to know they can’t do this alone and there are lessons to learn. After all, the digital space is changing faster than we can keep up.

3) Districts can learn much from other districts that are already implementing, evaluating, and evolving their programs. They can learn from virtual charter schools and the partners in the Wisconsin Digital Learning Collaborative.

4) Cost of online content, learning management systems, student information systems, teacher compensation models, IT support, professional learning for their teachers, and student services are on the forefront of their minds. How will they find the dollars, yet how can they not?

As the conversation continues, the school leaders listen to each other and build on those initial questions that started our agenda for the day. I begin to see the sparks and flickers that become “ah ha moments” and strategies or next steps begin to form in their conversation that will become the opportunities they will offer their local students.

As a leader of digital learning in our state, rarely have I left one of these onsite meetings as I have described above without “hope renewed” and a feeling of “this is why I LOVE what I am doing!” If the opportunity follows for further planning and implementing their digital program, we’re ready and energized to provide assistance in any way possible as their collaborative partner.

Maybe a semester or year (and sometimes longer) might go by and momentum is lost, key leadership changes occur, and funding is lost or gained, and now we may be invited back there to provide “triage” to help the district see where they were and despite the challenges or shifts in direction. Perhaps the conversation begins again in my head in the parking lot of the same school district. I know they can count on their state-led virtual school to be there! And I will again leave the meeting feeling energized and know in my heart that in the end it’s all good for “our” students in Wisconsin.

 

I recently learned about a high school teacher who gave her students a very interesting assignment. She asked her students to create a list to identify ten things they believe to be absolutely true. I thought it was an interesting exercise, so I gave it a try myself. I decided to use the lens related to my work in education reform for this brainstorming activity. I could’ve easily created a list about life, politics, family, religion, business or any other category. The ten things I believe to be true in education are:

1. Expectations related to student achievement are increasing around the globe.
2. Funding for K-12 education is declining.
3. Students increasingly perceive traditional brick and mortar school environments as boring and not relevant to their future.
4. Existing school calendars do not reflect the educational needs of most students.
5. Schools have been relatively slow to embrace the use of technology to fundamentally change how instructional services are delivered.
6. Young people around the globe enjoy using technology tools and the Internet.
7. Online delivery models have the potential to reduce education costs and increase student engagement and performance.
8. Mobile technology has become more affordable and easier to use, while offering increased functionality. These devices, platforms and applications are fundamentally changing the way people around the globe communicate, entertain, collaborate and access information.
9. Online learning solutions which are free of traditional time and place restrictions can enable unprecedented educational choice for students and their parents.
10. The intelligent use of data has the potential improve the decisions people and organizations make every day. The effective integration of technology tools in the instructional and administrative functions of education can significantly improve access to quality data and support better decisions for students, parents and educators.

I am curious to learn about your reactions to my “ten truths” related to education. I also challenge you to create your own list, not just for work, but for any important area of your life and share it with others. What do you believe to be true? It’s a fun exercise and the results may surprise you and others.

 

New frontiers conjures up images of pioneers, making their arduous journey over rough terrain through unexplored territory, landing in a place where they endure various challenges as they become accustomed to their new environment and, eventually, grow and thrive. This scenario is not very different from what we face in the exploration of digital teaching and learning and the adapting of the community affected to the new educational frontier.

Big box stores and the choices they offer have attracted customers away from the neighborhood groceries, but even small shops can find, acquire, and provide specialty items to meet customer demand and have cash registers that link them to a credit card network with a global reach.

Blazing the trail

Taming the territory requires paradigm shifts, especially for teachers. Appropriate, innovative use of educational programs and media can prompt increases in teacher productivity, giving teachers time to personalize the one-on-one and small group learning environment in a way the technology can’t. Building deep relationships with students, coaching soft skills, identifying missing support resources, and responding to students’ personal needs more quickly should be the norm.

Michigan attorney, Richard McLellan, has received criticism for suggesting new types of learning systems. He has introduced a new approach to an old icon: the one room schoolhouse. The Digitally Optimized One Room Schoolhouse – or DOORS – a model for testing digital learning concepts and strategies in a smaller environment, an alternative strategy to the overlaying of technology on the systems inherent to the current traditional school structure. The proposed model exemplifies personalized learning as it was in the original one room school, but it looks a lot different. It could be a possible settlement option of 21^st century reform.

Cultivating the land

We often see that pioneers in online and blended learning need support in conquering this digital territory. How is school different when the opportunity is highly personalized for each individual student? When does the day start for students? When does it end? How long does the student spend on a subject or task? Who decides what the ‘school year’ is?

The role of the teacher is a different in the digital frontier. Imagine an approach that personalizes the teacher/student relationship the way a doctor considers a patient and a coach works with an athlete. Instead of assigning academics based on an age or ability group, teachers could be diagnosing the areas and requirements that challenge a student and prescribing a personalized solution. Once the students are off and running, they benefit from the coaching behavior of motivating each according to their need to reach their potential. While these strategies are not new to teachers, the technology territory allows more opportunity to scale deeper student-teacher relationships.

Investing in the future

Every day we see the human, social, and economic impact an undereducated populace has on our communities. The current delivery model works well for approximately 60-70% of the U.S. student population, but not well enough for nearly 30% of the students who are not engaged and do not graduate for variety of issues. This population needs access to new delivery models that are hyper-personalized and make much more effective use of technology to modify traditional barriers of time and place.

Settling in

The one-room schoolhouse used to be the anchor of the community and continued to be used well into the 1950s. To this day, it is a universally popular iconic image. What we know works is naturally a part of the one-room school environment: personalized learning, focused areas of study, and relationships that offer as-needed support and prompt intervention. A perceived weakness of the one-room schoolhouse was the limited skills of a single educator in a remote isolated location. Today, a one-room schoolhouse with a well trained professional educator, robust technology tools and access to the Internet could offer most students access to a highly personalized learning environment that could be globally competitive with any school, regardless of size and location. Perhaps the pioneers of the one room school concept will show us another trail to thriving in the digital frontier.

What is the point of going through the complexities of a research project if you don’t apply what you learned? To be honest, my first experience of being deeply involved in a research project started out perplexing and somewhat painful. I was ignorant of the complexities of quality research and how the “researcher’s mind” worked. I believed in education research to confirm my teaching strategies and practices throughout the years, and used published research to justify requests for grant funding and to make my case with legislators. However, I really was not aware of what makes research high-quality and valuable until our program’s participation in the Virtual Education Research Alliance (VERA).

Our relationship with the researchers from the Regional Education Laboratory Midwest, the American Institutes for Research, and the Education Development Center began in the spring of 2012, resulting in VERA, that included educators and stakeholders from Wisconsin and Iowa. The main goal was to develop capacity for Wisconsin and Iowa to collect and provide data to online learning programs to help improve student outcomes. The project was also intended to help online programs “carry out a research agenda” that focused on questions about student achievement and the methods which online teachers and school staff support student success in online courses.

I will focus on Wisconsin Virtual School’s (WVS) experience and leave Iowa to tell its own story. We spent the first year on “survey development.” Here is where my ignorance kicks in! I thought to myself, this would be easy! We want to ask schools how they were using online learning for students, where did schools get their online courses, what challenges did they face, and how were they supporting online students? We had an idea what the response from schools would be, but really had no “research” or “proof” that our assumptions were correct. We also had no confirmation on what we needed to do to better support Wisconsin schools and students with online learning opportunities.

With the very patient and expert researchers, questions were created, reviewed, and then reviewed again. I learned that a question had to be crafted and asked in just right way and sequence, in order to get reliable information. Who knew that the questions also needed to be reviewed by the Institute of Education Sciences (IES)? Who knew that the proposal to do the research on the survey would go through multiple rounds of review followed by revisions and internal review by REL Midwest and then reviewed by the VERA members for revisions? Who knew the schools chosen to take the survey would need to meet specific criteria? (I thought we would just send the survey out to all Wisconsin high schools!) Who knew the survey needed to be have “pilot interviews” to further refine the survey questions and clarity? I had no idea of the complexities and time required, but I was beginning to understand the process and the purpose.

About the time the survey was prepared, approved, target schools identified, and school personnel selected to receive the survey, almost a full year had passed. In the fall of 2013, it was finally ready and approved to administer. Communications were sent to schools, completed surveys started coming in, data was analyzed, a draft report completed, and preliminary review of the results by members of the Alliance occurred by the end of the year. By mid-year 2014, a report for internal review and submission to IES for the final report to be accepted and published was completed. Online Course use in Iowa and Wisconsin Public Schools: The Results of Two Statewide Surveys became published research.

It was now 2014 and we were looking at data from the 2012-13 school year. Regardless that the data was now more than a year old, we were no longer wondering how schools were using online learning for students, where they got their online courses, what challenges did they face, and how were they supporting online students. We had data that showed us what was really happening in Wisconsin. It was time to apply what we learned to improve our program.

What we learned:

Findings supported that schools were using core online courses for credit recovery, courses not available locally, alternative learning environment, and to personalize learning. Forty-four percent of the schools obtained online courses from the local school district, 44% from Wisconsin Virtual School, and 12% from postsecondary institutions and other sources. Challenges in using online learning for students included: concerns about course quality, lack of funding, lack of student interest, access to technology, restrictive local policies, concerns over academic dishonesty, and lack of administrative leadership. Schools primarily monitor students in online courses by their final grade reports and an assigned onsite mentor. Only 41% of the onsite mentors received any training for their role in supporting online students.

Application of what we learned:

• WVS has implemented an adaptive release credit recovery option to assist schools with their primary need of providing credit recovery option with a more personalized path.
• We have started to add “awareness” initiatives (newsletters, website, social media, etc.) of what “quality assurances” should be considered in choosing online courses and services.
• We are now part of the Wisconsin Digital Learning Collaborative (WDLC), a partnership between Wisconsin Virtual School (WVS), Wisconsin eSchool Network (WEN), and the Wisconsin Department of Public Instruction (DPI). WVS and WEN collaborate with DPI to provide a single point for schools to access quality online courses and services.
• WVS is continuing to provide awareness of the critical role of the onsite mentor. We are improving and offering a variety of training options for the onsite mentor.
• We have legislative support and funding to assist in administering the state-led collaborative (WDLC) to alleviate some of the funding concerns schools have about offering online courses.

I am now more aware and appreciative of the research process, less perplexed by the complexities of how research is conducted, and even more committed to taking what we learned from the research about online learning and applying it to improve student achievement and the online learning experience for students in Wisconsin.

Research Resources:

1. Online Course Use WI (Infographic): http://www.relmidwest.org/sites/default/files/15-1407_REL_Infographic_508.pdf
2. REL Online Course Use – Stated Briefly: http://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2015090.pdf
3. REL Online Course Use – Full Report: http://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2015065.pdf
4. Three video interviews with the researchers and VERA members regarding the online course use survey conducted in Wisconsin and Iowa.

• Collaborative Research and the Virtual Education Research Alliance https://www.youtube.com/watch?t=31&v=kLPHxzYxn9A
• Value of the Virtual Education Research Alliance https://www.youtube.com/watch?v=R6ahbXfGAgk
• Virtual Education Research Alliance: Research Agenda and Findings https://www.youtube.com/watch?v=6XT60aswSTA

While it seems appropriate to start every online learning blog with a blurb about the growth of online learning over the past ten years, we all know the online classroom is making its place in the educational systems throughout the country, especially in the K-12 learning space. So, let’s change the conversation and focus on the importance of discussions in the online and blended learning environment.

Short Study

Discussions are an important part of any online or blended learning course. Teachers often overlook the power of the threaded discussion, and the effect that it may have on student outcomes. Unlike typical classroom discussions, where only the chosen few get to participate, online discussions open up a whole new world for student-student-teacher conversation. The elements of time and place no longer matter. Quick thinkers don’t cut in front of more thoughtful student responses. All students have the ability to participate in each and every discussion in a thoughtful manner.

In a recent study for some post graduate work done with Georgia Virtual School students in a few math and English courses, the effect of participation in discussion on the final course grade was remarkable. The study looked at 321 ninth grade students, equally divided between male and female, to determine if there was any effect on the final grade for the course that could be related to participation in the course discussions. A learning management tool for analysis captured the number of discussions each participant authored, and the number each participant read. The numbers were compared to the final course grade with some exciting results.

The short study showed a strong correlation between authored posts and the final course grade in both ELA and math. More surprising, the study showed a strong correlation between read posts and the final course grade. Meaning students engaged with the course material through discussion are more likely to have improved scores than students who may just complete assignments, take tests and quizzes, and do projects. This is true if they are posting a lot, or simply reading other students posts. Also, there was no significant difference between male or female participation in online discussion compared to the final courses grade.

So, Let’s Give Them Something to Talk About

Since we at least know that discussion can be and should be an important part of an online or blended course, what are some strategies to make them more educational for students.

• Ask open-ended questions that require thoughtful responses derived from knowledge that was gained in the chapter or module.
• Encourage students to take one aspect of a statement made by the teacher and support or debate the merits of the statement.
• Ask students to put themselves in the mind of a famous person and make the discussion response as it would be made by the person himself/herself.

Final thoughts

While there are certainly abuses of online communication tools in all areas of education, business, and life, the wise use of texting, messaging, emailing, and discussion participation can play a major role in education and employee training in the future. Increased use of discussion in the K-12 online or blended setting allows teachers to introduce many needed skills such as digital citizenship, cyber security, and digital learning community participation.

Here are some positives of well-structured digital discussions:

• All students can participate regardless of the class time allotted for discussion
• Students have the time and ability to compose full thoughts before responding (particularly special needs students)
• Online discussions can expand the learning time outside of class or school hours
• Students improve writing and communication skills

An important consideration when implementing an online or blended learning solution is how the users will be supported. Students, parents and local school personnel all require support in order for the experience to be successful. From the basics of navigation, to device support, to computer skills instruction, to instructional support evidence shows that digital learning implementation success is tied to students feeling comfortable with the learning experience[1]. Students are also individuals with preferences for how that support is received: live, print, video or self-serve. Of the many factors to consider when starting or expanding a program, support for the end-users warrants planning time and development of procedures.

Overview of the Illinois Virtual School Support Model

At Illinois Virtual School (IVS) we strive to help students, parents and schools feel supported at every stage of the experience. By looking at our practices from the client-oriented lens, we have exceeded the education industry benchmarks [2] in 96% client satisfaction, 26.8 hrs. average first reply time, and have grown our enrollment numbers in excess of our stated yearly goals of 20%. IVS support satisfaction averaged 99%, with an average reply time of 13.7 hrs. for tickets for the 2nd and 3rd quarter of the fiscal year 2014-2015[3]. During fiscal year 2013-2014 we met our 20% increase, while fall 2014 reflected a 57% increase in enrollment.

The key elements to beginning an IVS experience are on-boarding and ongoing support. During on-boarding we orient end users to the system; develop a partnership; provide demonstrations and walk-throughs and cover common practices and procedures. In ongoing support, we work with end users to review systems; answer questions; troubleshoot; and evaluate the experience for continuous improvement.

In both phases each stakeholder group is provided with written, online self-serve tools, and synchronous opportunities such as webinars, phone service and site visits by IVS staff. A team of just eight people actively maintains this level of service.

How to achieve quality support of digital learning.

Whether provided locally or from the virtual school, the end goal is the same – quality support of online learning. When making decisions about your blended or online solution, schools should consider whether they are able to provide these are five factors which have helped IVS to achieve and maintain high level of support with minimal staff:

1) A Cross-trained Support Team. Keeping the team in the loop at each stage of a project, and supporting their understanding of the processes, procedures and technical specific cuts down on response time and redirection of clients. Each member of the IVS administration spends time each week on the phone with clients. While we all have specialties, the staff is cross-trained to ensure that everyone can support the process of on-boarding new students, parents and schools and provide Tier 1 support.

Team member autonomy is critical to providing support. We do not monitor call times or require team members to adhere scripts allowing them the freedom to provide support. However we do provide answers to common questions via our help center, web site and via simple to use tools so that a consistent message is readily at their fingertips.

In addition, we regularly review skills and procedures with our teaching staff so that they can provide timely assistance, as the student’s first line of support.

2) Investment in Systems. Taking the time to assess needs and then evaluate a number of options, coupled with focusing dollars on systems that support those needs will save money and time in the long run. Our Director of Operations, Barb Closen, is fond of saying, “let’s work smarter, not harder.” As the Digital Learning Support Lead, I often emphasize the need to make sure that the systems we work with are meeting our goals in the most efficient manner possible, which in some cases means enlisting the help of software and custom software engineering solutions. In 2013, we invested in platform-wide improvements, which enable deep integrations, all areas of need. Through curriculum, site and server improvements we have drastically cut the number of incoming support requests, while also streamlining information requests, new and prospective client on-boarding, and marketing initiatives.

3) A Culture of Developing Further Expertise. Digital learning is at the forefront of a never-ending learning curve. Platforms, protocols and technologies in use today may not have existed when staff was hired and may be obsolete in the near future. It is safe to say that no one on our IVS admin team is doing the job they thought they’d be doing when they joined the team. Part of the culture of this administration is that we identify people with key skills and interests and then encourage them to develop that expertise. Whether it’s based on a current need, or exploring a future possibility IVS is invested in the team growing. Through conferences, self-study, classes and informal learning we strive to be able to be the support team our clients need us to be. In that manner, when a client asks us, “could we try…?” we are able to respond in a timely and knowledgeable manner.

4) Flexibility. Practices should be continually improved and expanded to meet end-user needs. Listening to the end-user and sharing their use cases can provide opportunities to provide additional services. As a supplementary program for the Illinois State Board of Education, IVS has as one of its primary goals meeting schools where they are and supporting their needs. Schools never cease to amaze us with their creative use cases. For example, our prescriptive courses, which we envisioned for credit recovery, are commonly used as self-paced gifted programing for students who are exceeding the local curriculum offerings. Creative blended learning solutions are also common, where schools use IVS and then supplement with their own local goals.

5) Partner to Cut Costs and Allow Focus on Client-services. By treating in house staff time as a commodity to be budgeted programs can identify areas where partnership is a huge benefit. One collaboration which IVS has derived benefit from has been the VSLA. With work groups acting as sounding boards in marketing, curriculum and technical areas – IVS has benefited from shared resources, such as our Soft-chalk cloud, and expertise. Through curriculum swaps we have been able to focus our development efforts and share resources allowing our course catalog to grow. The net gains in staff time allow us to focus on the students, parents and schools working with IVS.

[1] Messineo. Melinda and Ione Y. DeOllos. Are We Assuming Too Much?: Exploring Students’ Perceptions Of Their Computer Competence. College Teaching, Vol. 53, Iss. 2, 2005.

Ridley, D. R., & Sammour, H. Y. Viable alternative means of instructional delivery: Online courses as an alternative teaching method. College Student Journal,30, 337-339, 1996.

[2] The Zendesk Benchmark: Q4 2014.

https://d26a57ydsghvgx.cloudfront.net/content/resources/zendesk_benchmark_report_2014_q4_v4.1_final.pdf

[3] Statistics provided by Zendesk.

 

Christine Gregory, Digital Learning Support Lead for Illinois Virtual School. 

Christine Gregory has been a part of Illinois Virtual School since 2005 serving as a science instructor, and Science Department Mentor.  Beginning in 2009 Gregory joined the administrative team helping to support the areas of ongoing support services, teacher training, platform integrations, and course building.  Gregory was the 2014-15 Chair of the Virtual School Leadership Alliance Technical Directors Working Group. She is active in social media personal learning networks and maintains a blog on disruptive practices in education.

During the next decade, thousands of educators in the U.S. will start a new professional journey by teaching one or more courses in an online environment. For some, this will be an exciting transition and for others it will feel like learning how to swim or ride a bike all over again. I am often asked what it takes to make a good online teacher. Many of the characteristics assigned to a successful face-to-face educator hold true for online teachers.

The results of a survey of Michigan Virtual School online instructors identified communication as the foundation of effective online teaching. The other components instructors mentioned most often are relationship building and teaching methods. Online instructors have had to develop new ways to communicate with students, parents, and mentors; connect with students; and present content, provide assignments, and assess learning.

Communication – Online instruction requires that instructors rely on both their writing skills and their verbal skills with students, parents, and mentors in order to initiate and sustain open, encouraging dialogue. Assignments and activities must be presented clearly and concisely. Much of the feedback students receive on assignments is delivered through email, text, discussion boards, or pre-recorded audio files.

Instructors also repeatedly remark on the importance of timely, frequent feedback. As one instructor describes it, feedback is a means of re-working the problems and forming a richer, deeper connection with the material.

Because online instructors see communication as so critical to student success, they put a lot of effort into developing strategies for establishing and maintaining contact with their students and mentors. One instructor suggests using whatever mode of communication parents, students, and mentors find most comfortable.

Relationships – Instructors must learn to build relationships with online learners without the usual visual clues received in the classroom: teachers can’t see the understanding or confusion, personal connection or isolation, academic interactivity or disengagement when they can’t see student faces or body language. Many instructors use video clips to personalize communication and allow the students to see the real person on the other computer.

Another aspect of building relationships with students is offering opportunities for one-on-one communication. Students need to know the instructor is there, ready and willing to meet the student’s needs. That means being available and responsive to students, parents, and mentors. Developing the expectation that the instructor will respond quickly is key to keeping the student engaged in the course.

One instructor pinpoints the foundation of relationship success: “It’s essential for students to trust you are there for them and that they are not alone online.” Teachers make it clear that they’re there for students by being respectful and responsive and making themselves available and accessible to parents, students, and mentors. This strategy includes speaking with parents and students directly about achievements and struggles.

The best learning relationships are formed when teachers find a way to connect with the student. Using a friendly, conversational tone whenever possible goes a long way in making communication personal and connecting with students. Phone contact with mentors of low achieving students may be especially important. Instructors suggest the following are critical for communicating effectively with online learners:

• Clear, concise announcements
• Clear, well developed instructions
• Well developed rubrics
• Prompt and relevant feedback
• Video greetings and announcements
• Welcome letters/emails to mentors and students
• Classroom journals
• Individual emails
• Frequent postings
• Quick responses

Best Practices – Instructors shared several elements that characterize best practices in effective online instruction:

• Setting clear expectations for interaction and participation;
• Presenting well organized, engaging curriculum that includes convenient access to instructional materials, easily understood assignments, clear objectives, and rubrics;
• Promoting group interactivity;
• Using multiple teaching strategies that incorporate a range of activities, a variety of materials, diverse resources, and current instructional technology; and
• Initiating personalized interventions for struggling students.

Instructors attribute their effectiveness to three behaviors: managing their relationship with their students, communicating consistently, and employing appropriate teaching strategies. They say that being effective requires more than the traditional teaching skills of knowing the content and explaining a concept in multiple ways. They must be tech savvy, use a variety of delivery methods, keep up with grading, and be innovative with teaching, assessment, and communication.

Top Ten Tips for New Online Teachers

1. Be highly motivated and enthusiastic
2. Demonstrate commitment to a student-centered learning approach
3. Communicate in a warm and friendly manner
4. Strive to improve student understanding
5. Motivate students to assume responsibility for their performance
6. Promote a safe and supportive learning community
7. Establish high expectations for each student
8. Provide timely, thoughtful reactions to all student work
9. Offer high quality feedback and continuous assessment
10. Ask questions, learn from your students, and get to know them

For a comprehensive review of the characteristics of effective online instructors, see the International Association for K-12 Online Learning (iNACOL) 2011 publication, National Standards for Quality Online Teaching. The Standards can be accessed online at: http://www.inacol.org/cms/wp-content/uploads/2013/02/iNACOL_TeachingStandardsv2.pdf

 

 

Identifying the Challenge: Building on Data and Experience

Since the inception of Montana Digital Academy (MTDA) it has been our belief that any student can be a successful online learner. However, some students come to their online class in need of more significant adult intervention than others. In other words, they may not be completely ready to tackle all of the elements of an online course such as the learning management system, communications with the MTDA teacher and student peers, using online tools, etc. while also facing the challenging content in the course. Due to this we have developed a new project, Stepping Stones, which is designed to provide students with a way to successfully embark on their online learning experience, especially those taking an online course for the first time.

The nature of Montana’s largely rural population places MTDA’s program in a unique role. While we philosophically believe that online learning should be a choice for students and their families, there are a number of situations where MTDA is the only viable option for students to take a particular course online even though they have no experience as an online learner.

Using our course completion data, teacher feedback and survey results from students and parents, we identified two student groups that would benefit from the Stepping Stones approach. These students are generally considered “ready” for online learning due to their success in the traditional face-to-face environment, yet they expressed frustration or discomfort with the digital learning environment. These students are:

• Advanced middle school mathematics students: Each semester, MTDA serves many students in middle school and junior high school programs that are substantially ahead of their same-aged peers in mathematics. Many of Montana’s larger school districts serve these students in their high schools by physically transporting them to a high school Algebra I or Geometry classes. However, Montana has a large number of K-8 districts where this option is not readily available.

• Advanced Placement™ and dual enrollment students in very rural high schools: Among the specific charges to MTDA upon its creation was to provide students Advanced Placement™ and dual enrollment opportunities, particularly to students in Montana’s many small, very rural high schools. While some students in this online environment are successful in advanced coursework, we have observed that many students simply don’t enroll in the advanced courses because they have not been exposed to a more rigorous, honors-level curriculum, so the leap into these AP courses is intimidating.

There are striking similarities in both groups. While students in both have had a high level of success in their face-to-face programs, some students reported not liking the online environment. A common theme was not feeling confident and prepared for the challenging online experience. In many small schools students expressed that they were the only one in their school enrolled in an online course. These challenges thus became roadblocks to students accessing advanced classes online.

Developing Solutions 

We believe one powerful answer to this challenge is our “Stepping Stones,” an approach to student engagement that acknowledges that first-time online students may feel intimidated and overwhelmed and need additional support to become acclimated to the online environment. In Stepping Stones, students initially spend some time practicing the technologies and methodologies required to experience success in an online course, without the additional challenge of rigorous content. Next, students are exposed to “bridge content,” using familiar and appropriately rigorous content in an attempt to give students practice time using the newly acquired skills and tools. This “bridge content” provides the necessary scaffolding to ensure student success with the forthcoming “stretch content”.   Finally, students are offered “stretch content,” which is content from the upcoming target class. This content is delivered at a slower pace so students can experience the rigor without the pressures of a fast-moving Advanced Placement™ or other advanced course.

We implemented this model with two pilot courses this spring (2015), Stepping Stones to Algebra I and Stepping Stones to AP Biology. Stepping Stones to Algebra I is aimed at middle school students intending to take Algebra I with MTDA this coming summer or fall. Students were offered four weeks of our Stepping Stones content, an opportunity to use EdReady Montana, our online math assessment and readiness tool, to be sure they were prepared for the Algebra I content and then an opportunity to work through as much of the that content as they wished. Stepping Stones to AP Biology is aimed at high school students intending to take AP Biology with MTDA this coming fall. Students were offered four weeks of our Stepping Stones content, an abbreviated version of our health occupations CTE course as “bridge content” and then the first unit of our AP Biology class co-taught by our Stepping Stones teacher and our MTDA AP Biology teacher working together.

If and when these students enroll in their next MTDA class, they will not only have a solid foundation in the skills and tools used in online courses, they will have already experienced at least the first unit of the target course so they will have a running start with the content.

Early Results

We served a small number of students in the pilot this spring, with the intent of testing our model and gathering student data. The early data is promising. Our pilot teachers report a positive relationship with their students and fewer instances of student frustration over the technology. Based on early results, we would expect these students to successfully complete their target course this summer or fall.

In light of the early success, MTDA intends to expand the model to two new classes, Stepping Stones to Geometry, a class aimed at our very advanced middle school students who will complete high school Geometry with MTDA as an 8th grader, and Stepping Stones to AP Psychology, a course aimed at students in schools without AP programs that want to take an Advanced Placement™ course as an elective. While the project is still in its early stages we firmly believe that the Stepping Stones approach will become a factor in assisting many students to become successful online learners.

By: Mike Agostinelli, Instructional Program Manager, Jason Neiffer, Assistant Director/Curriculum Director, and Robert Currie, Executive Director of Montana Digital Academy