K-12 Online Learning
What did I learn?
Online courses provide opportunities for many students to take classes in a different environment that better suits individual needs. Students needs are as different as students. They are gifted, struggling learners, athletes, medically fragile, and average kids looking for something different in their education ("What does a typical online student look like" video). Students are able to work at their own pace, but still have hard deadlines to meet rigorous course curriculum. They can choose classes that are not available at their school, and flexibility to work at the speed that best meets their needs. Students need to understand that online courses require more work, not less, than what you get in a classroom. There is more accountability and responsibility placed on the student to keep up with the course work, ask questions, and be motivated to complete the course. Students are able to fit their work into their own time frame, but there is no one to tell them day after day to get their work finished, so the responsibility is their own to make sure it gets finished (Colorado Online Learning Student Perspective video).
I have previously seen documentation on research that Learning Styles don't help students learn (Willingham, 2018). People use their preferred mode to process what they are working on, changing the task to think about it in their preferred method, when that makes the task easier for them.
Digital native is a term I had not heard until this course. With a strong Biology background, it doesn't sound scientifically plausible. We have to learn a "native" language, so why would technology be different. I was always amazed that students would site "Google" as a source. This further shows a lack in digital literacy.
There are three basic types of online course options for school districts and states to use in creating online courses (Evergreen Educational Group, 2017). Evergreen details the types as follows. There are division created platforms, vendor platforms, and intermediate suppliers. State created platforms are created and owned by the state. There is significant cost in creation, but no on-going fees to use it. Vendor platforms are created by the vendor, who maintains it, trains personnel, and sells its product to school divisions. Universities are the biggest supplier of online courses (A Handbook for Researchers, Policy Makers, Practiitioners and Journalists. 2013). Intermediate suppliers are often run by the state to provide full-service online courses. They find the vendors and handle training and maintenance for the platform. Prince William County, VA created Virtual High School in 2001. They created most of their content and courses, which aligns with PWC school standards. They were leaders in Virginia in establishing online courses, and currently offer 29 courses (PWCS.edu, https://youtu.be/6Y-H-9vTDgs , 0-10 min).
Why is it important?
The ability to offer online courses to students enables a teacher to do what every teacher wants most--to provide the instruction that each student needs on an individual bases. The biggest challenge in teaching is matching instruction to the student. Some students need more structure or practice. Some students catch on quickly and are bored waiting for peers to catch up. Providing every student with the content they need, the depth they deserve, and the support to succeed makes teaching a challenge. Online courses facilitate all of these aspects of teaching. Supplemental and remedial resources can be found and brought into the course. Students can ask questions without fear of ridicule by classmates, and take the time they need to master the content. Fear is a huge motivator in middle school. Students are trying to figure out who they are and how they fit in with peers. Appearing dumb or working slow causes social stresses for this age group that inhibits their learning.
With regard to Learning Styles, teaching students useful thinking strategies for many types of problems will benefit them more as they move through their educational goals. This will keep them from being biased against certain types of activities and broaden their mind and abilities. I have seen the lack of useful ability in many middle school students with regard to digital tools. While I believe it is true that students who have grown up with technology are not afraid they will break it, I do not see any evidence in the classroom that these students are better able to use technology to learn.
Students deserve an individualized education the best meets their needs. Knowing that there are alternative choices is an advantage in helping students. My school district provides courses only for high school students, but many middle school students are taking high school courses, particularly in math and foreign language. I am not sure how useful it is in my daily teaching life to know the types of online course platforms. These are policies, funding issues, and partnerships that the state or district needs to discuss, determine, and implement. Knowing that there are online courses available to students, regardless of their location is important in helping them find and receive the best education they can.
How can I use this information?
It is a big challenge to individualize instruction, mostly because I need to rely on my ability and time to find the resources and have them in a format that is available to students in an engaging and rigorous manner. Searching the net for quality instructional material is very time consuming. Every year I find more resources that I can use, but it is a slow process which continues to cause some students to struggle for mastery with the "one-size-fits-all" methodology of today's classroom. Time is a teacher's worst enemy. Time is limited by the school schedule and online resources are limiting to students who do not have online access at home. I am always trying to find new online tools to teach students during class, but finding the tools and being proficient enough to teach them is also time-consuming.
I can continue to not change my teaching methods to match Learning Styles that don't really exist. I now have research I can show my administrators to explain why I am not following the fad. The nonexistence of digital natives continues to show that education fads are to be treated with caution. Students need to learn how to effectively use the technology they have to learn and discover. It is not just a tool for socializing with friends. Walking students through the steps to use a new online tool is invaluable in furthering their education. Teaching them the process of research and finding good sources of information is a step in the right direction to further student digital savvy.
Knowing what online course options are available enables me to suggest possibilities to parents and students to meet their educational goals. Giving parents and students another resource enables them to set their goals higher and achieve more. They are no longer limited to the classes that are available in their school building, which expands the possibilities.
Popplet Thoughts
What did I learn?
Online courses provide opportunities for many students to take classes in a different environment that better suits individual needs. Students needs are as different as students. They are gifted, struggling learners, athletes, medically fragile, and average kids looking for something different in their education ("What does a typical online student look like" video). Students are able to work at their own pace, but still have hard deadlines to meet rigorous course curriculum. They can choose classes that are not available at their school, and flexibility to work at the speed that best meets their needs. Students need to understand that online courses require more work, not less, than what you get in a classroom. There is more accountability and responsibility placed on the student to keep up with the course work, ask questions, and be motivated to complete the course. Students are able to fit their work into their own time frame, but there is no one to tell them day after day to get their work finished, so the responsibility is their own to make sure it gets finished (Colorado Online Learning Student Perspective video).
I have previously seen documentation on research that Learning Styles don't help students learn (Willingham, 2018). People use their preferred mode to process what they are working on, changing the task to think about it in their preferred method, when that makes the task easier for them.
Digital native is a term I had not heard until this course. With a strong Biology background, it doesn't sound scientifically plausible. We have to learn a "native" language, so why would technology be different. I was always amazed that students would site "Google" as a source. This further shows a lack in digital literacy.
There are three basic types of online course options for school districts and states to use in creating online courses (Evergreen Educational Group, 2017). Evergreen details the types as follows. There are division created platforms, vendor platforms, and intermediate suppliers. State created platforms are created and owned by the state. There is significant cost in creation, but no on-going fees to use it. Vendor platforms are created by the vendor, who maintains it, trains personnel, and sells its product to school divisions. Universities are the biggest supplier of online courses (A Handbook for Researchers, Policy Makers, Practiitioners and Journalists. 2013). Intermediate suppliers are often run by the state to provide full-service online courses. They find the vendors and handle training and maintenance for the platform. Prince William County, VA created Virtual High School in 2001. They created most of their content and courses, which aligns with PWC school standards. They were leaders in Virginia in establishing online courses, and currently offer 29 courses (PWCS.edu, https://youtu.be/6Y-H-9vTDgs , 0-10 min).
Why is it important?
The ability to offer online courses to students enables a teacher to do what every teacher wants most--to provide the instruction that each student needs on an individual bases. The biggest challenge in teaching is matching instruction to the student. Some students need more structure or practice. Some students catch on quickly and are bored waiting for peers to catch up. Providing every student with the content they need, the depth they deserve, and the support to succeed makes teaching a challenge. Online courses facilitate all of these aspects of teaching. Supplemental and remedial resources can be found and brought into the course. Students can ask questions without fear of ridicule by classmates, and take the time they need to master the content. Fear is a huge motivator in middle school. Students are trying to figure out who they are and how they fit in with peers. Appearing dumb or working slow causes social stresses for this age group that inhibits their learning.
With regard to Learning Styles, teaching students useful thinking strategies for many types of problems will benefit them more as they move through their educational goals. This will keep them from being biased against certain types of activities and broaden their mind and abilities. I have seen the lack of useful ability in many middle school students with regard to digital tools. While I believe it is true that students who have grown up with technology are not afraid they will break it, I do not see any evidence in the classroom that these students are better able to use technology to learn.
Students deserve an individualized education the best meets their needs. Knowing that there are alternative choices is an advantage in helping students. My school district provides courses only for high school students, but many middle school students are taking high school courses, particularly in math and foreign language. I am not sure how useful it is in my daily teaching life to know the types of online course platforms. These are policies, funding issues, and partnerships that the state or district needs to discuss, determine, and implement. Knowing that there are online courses available to students, regardless of their location is important in helping them find and receive the best education they can.
How can I use this information?
It is a big challenge to individualize instruction, mostly because I need to rely on my ability and time to find the resources and have them in a format that is available to students in an engaging and rigorous manner. Searching the net for quality instructional material is very time consuming. Every year I find more resources that I can use, but it is a slow process which continues to cause some students to struggle for mastery with the "one-size-fits-all" methodology of today's classroom. Time is a teacher's worst enemy. Time is limited by the school schedule and online resources are limiting to students who do not have online access at home. I am always trying to find new online tools to teach students during class, but finding the tools and being proficient enough to teach them is also time-consuming.
I can continue to not change my teaching methods to match Learning Styles that don't really exist. I now have research I can show my administrators to explain why I am not following the fad. The nonexistence of digital natives continues to show that education fads are to be treated with caution. Students need to learn how to effectively use the technology they have to learn and discover. It is not just a tool for socializing with friends. Walking students through the steps to use a new online tool is invaluable in furthering their education. Teaching them the process of research and finding good sources of information is a step in the right direction to further student digital savvy.
Knowing what online course options are available enables me to suggest possibilities to parents and students to meet their educational goals. Giving parents and students another resource enables them to set their goals higher and achieve more. They are no longer limited to the classes that are available in their school building, which expands the possibilities.
Popplet Thoughts
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