Virtual Learning

Virtual learning has been around for years and continues to make headway. I have completed several online classes and have a clear understanding of how distance learning works. As an elementary/middle school educator, I have heard about ACCESS (of course from some of the high school teachers within my district), but I did not have a clear understanding of exactly what it is and how it works. As I read the chapter and completed my research for module 3, I learned several things about virtual learning, especially ACCESS and Edgenuity. I will highlight a few.

The first thing that I learned was that students decide to take virtual classes for other reasons outside of AP credit. Some of those reasons consist of having the flexibility to leave school early for work, other extenuating circumstances, and just the opportunity to take classes that would not have been available to you within the school building. According to Morgan (2016), “Virtual schools also help students take classes they would otherwise miss due to extenuating circumstances. Roblyer (2006) discusses several examples of students desperately needing an online program to graduate” (pg. 74).

Proponents by Lisa Lavender

Secondly, I learned that there are states that allow students to complete an online course for a fee; however, they will not provide the grade for the student. The numerical grade must come from the students’ school system. For example, GeorgiaVirtual School (GAVS) and Florida Virtual School (FLVS) will allow students from outside of their state to complete an online course. The last thing that I learned was that students who are incarcerated can complete online courses to receive their diploma and/or continue their education.

Virtual learning has many benefits; however, there are a couple of things I find concerning. As I completed my research, I could not find any clear data that shows the effectiveness of virtual learning as it relates to student performance. Morgan (2016) states, “Critics object to the rapid growth of online programs in K–12 settings because of insufficient evidence about its effectiveness” (pg. 74).  Another area of concern is the effect virtual learning has on students with disabilities. Many students with disabilities need the social aspect that comes with the traditional face-to-face classroom. I am confident that improvements and consistent evaluations are coming. Simonson, Smaldino, & Zvacek (2015) states, “As distance education in the United States increases in importance, evaluation will continue to be a critical component of the process of improvement” (pg. 318). I really like the Kirkpatrick and Kirkpatrick’s evaluation approach because it focuses more on the student (Learning, transfer and results). When taking a close look at levels 2-4, instructors should be able to see what adjustments need to be done to make sure the conditions for learning are present within the virtual classroom.

Overall, I have gained a lot from this module, but I still have a question about how a teacher’s schedule looks when he/she teaches a traditional and virtual class. How does the planning time look for them? 

References

Morgan, H. (2016). Online instruction and virtual schools for middle and high school students: Twenty-first -century fads or progressive teaching methods for today’s pupils? Clearing House, 88(2), 72-76.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.

[Yvette Sands]. [2019, Mar 3]. Online education students with disabilities [Video File]. Retrieved from https://www.youtube.com/watch?v=vyx3Fwl6BEA.

Why Schoology?

As I reflect over this school year and the many successes and challenges teachers and students faced, I ponder over what can assist both parties in their journey towards success. Our district has outlined reading and math initiatives including instructional shifts that will benefit students greatly, so what else is needed. Teaching and learning in the 21^st Century must effectively integrate technology to prepare students to compete in a global society. With this being stated, teachers and students at the elementary level should combine face-to-face traditional teaching with distance education (blended learning) to prepare young learners for technological advances in education. There is no research to prove which delivery method produces the best results in student performance. According to Simonson, Smaldino, & Zvacek (2015), “When courses are designed and instruction delivered, what are the templates, the processes, the approaches to be used to determine whether a module, course, or program should be delivered face to face or online? Instructional design processes help the instructor make informed decisions about technology use” (pg. 127).                  
Instructional Design

As an instructional coach, one of my major roles is to assist teachers during the lesson planning process. During this time, teachers work collaboratively through our district’s lesson plan protocol that is standards-aligned planning. We focus on the standard(s) and the needs of students asking the following questions:

·         What are my students’ misconceptions?

·         What background information is needed?

·          What barriers can I foresee?

·         What is/are the big take away(s)?

·         How do I deliver this information to the different tiers of students?

·         How will I check for understanding and adjust?

Because our lesson planning time is focused on making sure students are receiving and retaining information with a conceptual understanding, Schoology will work well at my elementary school. Schoology is an “LMS focusing upon individual students, tracking the learning needs and outcomes over periods of time that can be several years in length” (Simonson et.al, 2015).

  Teaching

       More than 200 educational tools and platform integrations teachers use to engage their students in the learning process while integrating technology are already embedded within the Schoology platform. This works well for young learners who find themselves on other sites because they have typed in the wrong URL or accidently clicked on another site. Teachers and students alike become frustrated and technology becomes the distractor instead of the tool. 

      

     Students

       Since Schoology is a closed system, this allows students and teachers to have the distance learning experience without the need to surf the World Wide Web. As an educator of young students, this provides the ideal setting to incorporate Digital Citizenship. Educators must teach and model proper online etiquette. As stated in Simonson et. al (2015), “It is essential that students understand the complexity of the distance education setting in order to be certain to participate in an appropriate manner” (pg. 192).  Additionally, Schoology provides a discussion forum where students can collaborate with other students practicing what they have learned regarding proper etiquette and content.

 Support Material

     Support materials and how to use them are extremely important. Schoology provides teachers and students the luxury of having support materials all in one place. It reminds me of ACAP (Alabama Comprehensive Assessment Program), the new assessment for Alabama. Our school had the opportunity to be an ACAP Field Test School and we administered the ACAP to our second graders. ACAP is not adaptive like Scantron and it is packed with technology enhanced features like masking (ability to cover parts of a problem and only focus on one part), cross-out tool, highlighter, magnifier, and line guide. These are tools that students will use as support during the state mandated test. 

     We must expose our students to support materials and tools, so they are ready for the test and beyond. My biggest fear is students will not do well, not because they do not know the content but because they do not know how to navigate through the platform and use the support materials and tools. According to Simonson et.al (2015), “teaching and learning materials are critically important to the effective practice of distance education” (pg. 223).

 Assessment

     Assessment is the means of measuring learning gains and can be used to improve the teaching-learning process in distance education settings, as well as traditional environments (Simonson et.al, 2015). The analytics of Schoology provides teachers with information regarding student performance aligned to the standards. Teachers and students can identify gaps and learning and adjust.

References

[Jessie Metzger]. [2017, Nov 17]. Schoology analytics [Video File]. Retrieved       from https://www.youtube.com/watch?v=IvBmhbUrHRc.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.

Distance Education

My very first experience with distance education took place when I registered for an E-learning class back in the summer of 2011. At that time, I needed a few PLU credits to renew my leadership certification. The opportunity to complete a free course, gain knowledge about technology that I could employ in my classroom, all while gaining a PLU was more than enough to convince me to sign up.

Before taking the class, I had no formal teachings on/about distance education. The things that I quickly learned about it was that I did not have to drive on campus to attend the class and I could work in my pajamas. Today, many adults are choosing distance education because of the several benefits. EZtalks list those benefits as greater flexibility, no commuting, significant cost savings, and convenient learning.

With all the above benefits of distance education, I still experienced something I found to be a distraction and quite annoying. Some of the links that were placed within the assignment page, were not active links; therefore, I could not get to some of the resources. Because there was no face-to-face interaction, I had to email my instructor and wait for a response. Waiting for a response was one of the hardest things about distance education. Additionally, most of the classes were course management systems (CMSs). According to Simonson, Smaldino, & Zvacek (2015), “Course management systems (CMSs) were largely places for faculty to place lecture notes and other materials for student study, and for students to obtain those materials , take quizzes, and check their grades, and were very instructor centered” (pp. 110).

As technology progressed, so has distance education. Web 2.0 technologies open the doors of communications for so many teachers and students. Blogging and social networking are great ways to effectively communicate in an online class. These technologies have created a more student-centered approach to distance education. “These technologies have extraordinary potential for education and the kinds of learner-engaging functions that should be incorporated into the next generation of course management systems (Simonson et.al. 2015).

Currently, many people are taking advantage of distance learning. The social media aspect of the classes such as Facebook, allow for more student/teacher interaction as well as the video conferences. Ashley Holloway, a recent graduate describes her experience with distance education. According to Eastep, “The biggest advantage of online education, according to this working professional? Flexibility. “Attending classes residentially does not fit well with the typical work schedule,” she said. “The beauty of distance learning is being able to ‘attend’ class and complete assignments at whatever time of day is most convenient for you.”

As a result of completing E-learning classes online, I began integrating technology in my classroom and saw great results. Technology has become one of my passions; therefore, I enrolled into the Instructional Technology program at Montevallo University. If it were not for distance learning and the advances in student/instructor communication, I would not be able to complete this program.

                                                                   References

Eastep, A. (2015, May) Pressing on toward the goal.  59(4), 68-74.

Eztalks. Advantages and disadvantages of distance learning. Retrieved from https://www.eztalks.com/elearning/advantages-and-disadvantages-of-distance-learning.html.

[Interview Questions]. [2019, January 10]. Disadvantages of online learning [Video File]. Retrieved from https://www.youtube.com/watch?v=A2BawDG-NrI.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.
[The skills network]. [2016, May 6]. Advantages of distance learning [Video File]. Retrieved from https://www.youtube.com/watch?v=4m-l-QpqxOo.