Virtual School Report

Virtual School Report A Quarterly Newsletter Focused on Effective Virtual K-12 Education Spring 2006 Published by Connections Academy What s Inside Socialization 2 Teaching 3 Conferences FETC; Orlando, FL; March 22-24. www.fetc.org TechEd - Technology in Education International Conference; Pasadena, CA; March 26-29. www.techedevents.org/ 2006/conference. Don t miss Connections Academy-facilitated session: Live and Connected from Virtual Elementary! ASCD 2006 Annual Conference; Chicago, Ill.; April 1-3. www.ascd.org. EduComm; Orlando, FL; June 7-9. www.educomm. educatorsportal.com. Don t miss Connections Academy-facilitated sessions: Virtual Learning Trends That Will Impact YOU and Is Your District Primed for a Virtual School? First in Resear esearch Series Professional Development for Effective Teaching and Online Learning By Robert L. Blomeyer, Ph.D. Learning Point Associates One of the National Education Technology Plan action goals for improving the use of educational technology is to support e-learning and virtual schools and one of the strategies within this goal is to enable every teacher to participate in e-learning training. (U.S. Department of Education, 2005b, pp. 41 42). The context of research on K 12 online learning confirms that the quantity and quality of staff development vary significantly and that likely less than 1 percent of all teachers nationwide are trained as Many of the teachers currently teaching in online environments lack Keeping Pace with Online Learning Trends By John Watson Contributing Writer With the rapid growth of online education programs comes concern that administrators, state legislators, and other decisionmakers are not well informed about online education policy issues. Several organizations around the country have been addressing this lack of policy information over the last two years with annual research reports titled Keeping Pace with K- 12 Online Learning. The 2005 report reviewed statewide programs, such both the theoretical and practical understanding and are learning on the job. To further complicate the issue, teachers are provided little if any release time, no extra funding, and little acknowledgment for their efforts; they often are overwhelmed by the enormity of the enterprise. To date, the characteristics of effective online teachers have been the topic of limited research. Some of the research in K 12 e-learning does identify some of these characteristics, although policy and standards have not been adopted, jeopardizing quality assurance. Researchers in eight new studies commissioned by the North Central Educational Laboratory (Smith, Clark & Blomeyer, 2005) identify staff de- Continued on page 4 as the Florida Virtual School and the Illinois Virtual High School, as well as state-level policies affecting online education. In some states, such as California, Minnesota, and Kansas, these policies are well thought out and appropriate for online programs. In quite a few other states, unfortunately, there has been little systematic thinking about the issues faced by and created by online education. Key policy findings from Keeping Pace in the last two years of research suggest several significant issues Continued on page 6

2 Answering The Socialization Question By Carrie J. Ross with Valerie Chernek Contributing Writers My son, a virtual school ninth grader, was with me in a store recently in the middle of a weekday afternoon and found himself faced with a barrage of questions from a curious and friendly sales clerk. Questions like What do you do all day? Do you work in your pajamas? How do you manage to socialize with your classmates? kept on coming. I watched my son take a deep breath and describe the details of his virtual school program. There was a time when I dreaded questions like these because I felt them to be an attack on my choice of education. I felt that I was different from other parents and feared that my children would possibly not be normal as they grew into adulthood. Was I doing the right thing for them? Over the years, through the variety of virtual school settings my family has tried, I have discovered that some of the advantages of virtual learning are easier for the general public to grasp than others. Personalized learning, challenging and diverse curriculum, specialized Virtual School Report Published by Connections Academy President Vice President Editor Barbara Dreyer Mickey Revenaugh Daniel Lott For additional copies contact the editor at (800) 382-6010, email dlott@connectionsacademy.com or write Daniel Lott, Connections Academy, 1000 Lancaster Street, 6th Floor, Baltimore, MD 21202 www.connectionsacademy.com The reality is that patterns of socialization for virtual learners are not so different from those in a traditional school. Virtual learners whose parents are involved in the community may have double the opportunity to socialize and participate in events. teachers, and alternative scheduling: most people can understand that these options are benefits and with time they get behind them. The idea of socialization, however, draws many blank stares and more questions. The reality is that patterns of socialization for virtual learners are not so different from those in a traditional school. Virtual learners whose parents are involved in the community may have double the opportunity to socialize and participate in events. For my kids, our family, virtual school and community all combine to strengthen my children s social muscles by helpdents come together to compare notes on topics like the Civil War. It is a requirement that students post their opinions and responses to classmates so that all students collaborate and interact in project-oriented study. Occasionally, students will use a live virtual meeting room with their teachers to discuss math or science. In these live online meetings, students ask questions in real-time and collaborate in live work groups often with peers who are hundreds if not thousands of miles away. This form of constructive socialization is pretty unique to the virtual school setting. Outside of class, virtual school students socialize through communications tools such as email and message boards just like kids in traditional schools, only more so. My seventh grade daughter will run to check her webmail and the student message boards for the latest chat on the books, movies or feedback to her poem in the Poetry Corner. Internet safety is a big concern for all parents, and since my children rely so much on these tools, I take comfort from the fact that our school s webmail and message boards are part of a closed system accessible only to our students, their families and teachers. Facilitators coordinated by the Connections Academy family services staff moderate the student (and parent!) message boards, making sure the postings are appropriate and acting swiftly when they are not. Virtual socialization opportunities for my son and daughter also include a potpourri of clubs and activities open to Connections Academy students across the country. They can take part in Quiz Bowl trivia contests, contribute to the online literary magazine, and help put together the Connections Academy yearbook. There are book ing them to learn the behavioral expectations of each group. Other students and their families need extra support and structure to make the most of socialization in a virtual setting. A high-quality virtual school program will ensure that such support is readily available. In our virtual school, INSPIRE Connections Academy in Idaho, some social models are available in person and others are online; the students don t seem to draw that heavy a line between the two, unlike those of us over 21. Recognizing that peer interaction is important, my son s teacher creates online discussion groups where stu- Continued on page 5

3 Professional Development (continued) Continued from page 1 velopment as an important element in the success and sustainability of online learning. Lowes (2005) states that teachers need to engage in staff development to support an understanding of online course development, online pedagogy, and methodology. Hughes et al. (2005) state that changes in innovations, curriculum, or policy require staff development to develop new knowledge and practices to be applied in the K 12 classroom (p. 9). Leu et al. (2005) argue that time has to be built into teacher schedules to engage in staff development and that teachers should not be mandated to take staff development programs but should have the opportunity to buy into available choices. Lowes (2005) study provides several indicators of success within online learning, including the following: The ability of teachers to have much closer supervision of the students they serve. The understanding that the constraints and opportunities afforded by online environments lead to positive transformations in conventional teaching and learning practice in terms of content and pedagogical approaches (e.g., assessment strategies). Indications that experienced online teachers were influential in transforming traditional learning environments upon their return to those settings. The availability of online courses to diversify the curriculum courses that might not have been available otherwise. School districts that recognized the positive impact of online learning and began to implement the kind of curriculum planning that is required (p. 36) in the online staff-development courses that were offered to Hughes et al. (2005) identified specific online learning features that increased communication opportunities for students who were less likely to speak up in traditional classroom settings and that facilitated the development of closer relationships between an instructor and his or her students. Zucker (2005) also identified this situation as a positive learning feature by arguing that online student-to-student interaction is more equitable and more democratic than traditional classroom discourse. Hughes et al. (2005) identified online learning features that provide students with the ability to control their own learning by permitting review of new content and that facilitate greater The study illustrates that online mentorship programs can increase the quality and number of certified mathematics teachers, which holds great promise for states lacking certified teachers in various disciplines. understanding and opportunities to connect the new information with previously learned content. Other features identified by Hughes et al. included the use of more openended questions, less constructivist teaching methodologies (e.g., lecturing), more constructivist or student-centered learning approaches, and the flexibility to learn anytime/ anyplace. One of the strategies, identified by both Lowes (2005) and Hughes et al. (2005) that is inher- ently built into online learning instructional design is the reflection or metacognitive time integrated in assignments. Cavanaugh et al. (2005) identify immediate feedback, visual tools, virtual manipulatives, graphing tools, and computer applications that promote cognitive complexity as constructive features within online learning opportunities. They also note that online learning offers teachers the ability to electronically score tests and that this feature permits immediate feedback that can be used to inform instruction. The study of Kleiman et al. (2005) illustrates that online mentorship programs can increase the quality and number of certified mathematics teachers, which holds great promise for states lacking certified teachers in various disciplines. Finally, Ferdig et al. (2005) suggest that the student achievement and understanding of algebra and geometry can be increased through the use of online simulations, a feature they argue is more difficult to implement within face-toface classroom learning. Kleiman et al. (2005) also found that more online teachers strongly agreed that ongoing staff development is beneficial and applicable to their teaching experience. Ferdig, DiPietro, and Papanastasiou (2005) point out that in order to create successful online programs and content, educating the educator in facilitating online learning, [and] creating instructionally and pedagogically sound curricula (p. 46) is necessary. Although none of the eight research studies speaks to the model(s) of staff development that should be embraced, teachers within these studies, in most cases, completed one or more online course, supporting an understanding of either/or pedagogical and Continued on page 4

4 Professional Development (Continued) Continued from page 3 technological methodologies and strategies necessary to become a successful online teacher. The research studies also identify factors that could improve staff development, including adding more technology training on how to use the materials and equipment; customizing staff development, depending on the teacher needs; adding more lab activities; including staff development on test development; providing more understanding of how to use learning management systems; and differentiating staff development for new and returning teachers. The No Child Left Behind Act requires that teachers be certified in their content areas; online staff development offers an alternative system supporting the delivery of the content-based courses needed to ensure that every child in American schools has a highly qualified teacher by the end of the 2005 06 school year. Specific findings from these eight new studies provide new evidence for the efficacy and utility of online professional development as a potentially important strategy for achieving this important national educational objective. The context of research on K 12 online learning confirms that online learning is an emerging but rapidly growing phenomenon in K 12 education. Although the research on K 12 online learning does offer some understanding of the promises and barriers of this approach, the findings are limited. In an effort to be responsive to the 20 or more states currently offering online learning programs or schools, further research is needed. Scientifically based research is necessary to identify the specific issues relating to discovery of the most effective combinations of media features, instructional methods, interaction, and collaboration to obtain the greatest benefits for student achievement and satisfaction. The eight research studies within this synthesis provide baseline data that should serve as the framework for continued investigations into features and strategies of online learning that demonstrate both promise and challenge. Recommendations for Policy and Practice: Professional Development and Effective Online Teaching and Learning All eight studies identify the situated and effective preparation of highly qualified online teachers as a crucial element in the implementation of effective online learning programs. State education agencies in all 50 states should work toward establishing performance-based qualifications for online teachers and require that all teachers assigned to online high school courses have appropriate subject area teaching certification. State education agencies should work toward developing and enforcing performance-based professional requirements for all Completion of appropriate professional development experiences, based on professionally appropriate standards, should be required before any certified teacher is assigned duties as an online teacher. All newly qualified online teachers should be provided with mentoring by an experienced online teacher during their first online teaching assignments. The performance of online teachers should be periodically evaluated by supervisors or administrators who are themselves professionally prepared and experienced Conclusion Ultimately, the questions addressed by K 12 online learning research reflect and foreshadow the most crucial questions being asked today, in every part of the country where online courses and virtual schools are proliferating. Building and district-level educational leaders, school board members, staff members in state boards of education, chief state school officers, members of state congressional delegations, the distinguished members of the U.S. House and Senate, and a small legion of dedicated public servants employed by the U.S. Department of Education are probably asking questions such as the following: Will the growing national investment in K 12 online learning, particularly implementing and expanding the use of online high school courses, provide a basically sound, highquality educational experience for online students? Or will this new investment in K 12 online learning be yet another waste of scarce national educational resources on today s newest educational technologies that is destined to be abandoned in some virtual tomorrow? We believe that the future of research examining online learning lies in the systematic and rigorous examination of students academic performance in contexts that invite measuring the impact of all those instructional and environmental variables that differentiate between the wide varieties of online learning environments in use today. Among the many outstanding questions about factors potentially impacting the effectiveness of online learning environments are three questions about the prepara- Continued on page 5

5 Professional Development (continued) Continued from page 4 tion of online teachers: 1. What are the characteristics of successful K 12 online teachers? 2. What are the most effective training, mentoring and support systems for online teachers? 3. Should online professional development be required for the preparation and credentialing of online teachers? If we continue to seek evidencebased answers for these and other important questions defining best practice, and systematically account for the similarities and differences between effective and ineffective instructional practices, we will discover new ways to optimize learning in all instructional contexts and learning environments; both traditional and online. References Cavanaugh, C., Bosnick, J., Hess, M., Scott, H., & Gillan, K. J. (2005). Succeeding at the gateway: Secondary algebra learning in the virtual school. Unpublished manuscript. Ferdig, R. E., DiPietro, M., Papanastasiou, E. (2005). Teaching and learning in collaborative virtual high schools. Unpublished manuscript. Kleiman, G., Carey, R., Bonifaz, A., Haistead, E., & O Dwyer, L. (2005). A study of the effectiveness of the Louisiana Algebra I Online Project. Unpublished manuscript. Lowes, S. (2005). Online teaching and classroom change: The impact of virtual high school on its teachers and their schools. Unpublished manuscript. Hughes, J., McLeod, S., Brown, R., Maeda, Y., & Choi, J. (2005). Staff development and student perception of the learning environment in virtual and traditional secondary schools. Unpublished manuscript. Leu, D. J., Castek, J., Hartman, D. K., Coiro, J., Henry, L A. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. Unpublished manuscript. Smith, R., Clark, T. & Blomeyer, R. (November, 2005) A Synthesis of New Research on K-12 Online Learning. Naperville, IL: Learning Point Associates. Retrieved February 10, 2006, from www.ncrel.org/tech/synthesis/ synthesis.pdf U.S. Department of Education. (2005b). Toward a new golden age in American education: How the Internet, the law and today s students are revolutionizing expectations (National Education Technology Plan 2004). Retrieved October 18, 2005, from www.ed.gov/about/offices/list/os/ technology/plan/2004/index.html Zucker, A. (2005). A study of student interaction and collaboration in the virtual high school. Unpublished manuscript Robert L. Blomeyer, Ph.D. is lead education technology researcher at Learning Point Associates. This article was excerpted from A Synthesis of New Research on K-12 Online Learning by Rosina D. Smith, Ph.D., Tom Clark, Ph.D., and Robert L. Blomeyer, Ph.D (Learning Point Associates, October 2005, www.ncrel.org/tech/synthesis). Virtual School Report will publish additional excerpts in future editions. Learning Point Associates also published Keeping Pace with K-12 Online Learning in 2004 and 2005. Socialization (continued) Continued from page 2 clubs, art and photography competitions, even a Science in the Kitchen group. As part of a growing national virtual school community, we have lots of options to choose from. In addition to our virtual opportunities to socialize, my kids and I take part in regular face-to-face field trips with other Connections Academy families who live nearby (which in Idaho can mean within a twohour drive depending on the road conditions!). These social and educational events at Connections Academy schools are typically organized by parent volunteers 50- plus of them across 10 states at last count. Teachers, principals, and administrators attend many of these field trips as we gather in small groups to get to know one another personally. Over the past few months, for example, INSPIRE families like mine have visited an art museum together and taken a trip to a local dam, all with children from grades K-9 in tow. Funny thing, we actually look forward to curious questions from the public when we are on these outings together! Over time, I have come to realize that answering the socialization question isn t just about defending my decision to go with a virtual school or whether or not socialization occurs. It is an opportunity to help others see that virtual school- ing works for students when the adults in their lives their parents, teachers, and school leaders are as thoughtful about students social development as they are about academics. Are children educated in a home environment isolated? Not by any means, but it is the responsibility of the parents and the schools to make healthy peer interaction a priority. Carrie J. Ross is the parent of two students at INSPIRE Connections Academy in Idaho and also serves as Parent Coordinator for Connections Academy nationally. Valerie Chernek is Connections Academy Manager of Family Services.

6 Keeping Pace (continued) Continued from page 1 and trends: While many states still do not have significant and appropriate online education policies in place, there are now quite a few examples of good policies for states looking to develop their own. No one state has the perfect set of policies, but laws and rules from California, Washington, Florida, Kansas, and Minnesota, among others, provide a solid base for any state looking to address online education policy. Funding continues to be a pressing issue, with several states grappling with questions about what the funding level for online students should be, and what the cost of educating a student online is and should be. Policymakers in many states remain largely uninformed about online education issues and challenges. Online education programs have an important role to play in educating decisionmakers and the general public about the issues and challenges that we face. Online education programs would benefit from sharing common metrics and best practices. At levels of both policy and practice there is a tendency to reinvent the wheel many times over across states. The growth and increasing influence of the North American Council for Online Learning (NACOL), a membership non-profit organization made up of many online education programs, is an optimistic sign. In 2006 NACOL will play a role in coordinating Keeping Pace, and Connections Academy will be one of the organizations funding and guiding the research. In addition to reviewing and updating the issues listed above, we expect to consider some additional issues as well: Increased analysis of policies that are particularly enabling or restrictive of online education. We have seen both in state policies; interestingly, sometimes in the same state. Review of several significant lawsuits that have affected how state policies are implemented. Consideration of the evolving relationships between statewide programs, district-level programs, and online charter schools, in states that have these different levels of online programs. The organizations funding and guiding Keeping Pace recognize that the rapidly evolving online world requires suitable policy mechanisms to ensure the sustainability and long-term viability of online education. We hope that Keeping Pace contributes to a wellinformed and appropriate discussion of these issues. John Watson is a researcher and consultant who authored Keeping Pace with K-12 Online Learning, 2004 and 2005, published by Learning Point Associates/NCREL (www.ncrel.org/ tech/pace2). CONNECTIONS ACADEMY 1000 Lancaster Street 6th Floor Baltimore, MD 21202