While elearning is relatively new to high school curricula, colleges and some states have been exploring the distance model for decades and have gathered data on skills and practices needed for success. A recent survey of online courses shows that the expected completion rate ranges around only 40%. For our high school students, the requirement to complete every class suggests that as many as 60% will have difficulty just finishing a course, much less achieving the knowledge level desired.
Today, students who are required to or choose to continue with digital learning need specialized skills if they are to excel in their studies. The potential for our students’ success as they earnestly enter the realm of online learning can be accelerated by following the suggestions of experienced elearning practitioners.
CHARACTERISTICS OF SUCCESSFUL VIRTUAL LEARNING STUDENTS
Years of experience have revealed specific characteristics of highly successful virtual learning students. They are skilled in managing their time and can communicate effectively in both speech and writing. They are self motivated, academically ready for the next level of study, and have a strong background in the use of technology.
While most 13 to 18 year olds are not in this elite category of exceptional students, there are practices that can level the playing field and contribute to success in this rookie year of virtual education.
1. Establish a work space environment.
2. Maintain a calendar to keep up with homework.
3. Log on to “school” every day, checking in with each class.
4. Engage a variety of resources.
PREPARATIONS FOR SUCCESSFUL VIRTUAL LEARNING
WORK SPACE ENVIRONMENT: Controlling routine tasks and deadlines requires a robust organization system, starting with the work space. As parents have heard since the kids were in kindergarten, students should have a dedicated study space in the house. But today, for distance learners, this requirement is even more crucial. A corner of the kitchen table between meals is insufficient when the student is working on course material for 5 or more hours a day.
Even if the appointed desk is a series of TV trays, the surface area should be adequate to accommodate auxiliary computer components like multiple screens and other equipment that is ergonomically functional for the student. The location should be away from household traffic and devoted to only one thing: school. Think of this as the student’s “home office.” Students should avoid the temptation to “study in bed” or on the sofa. Seating should be in a comfortable, structured chair.
The space should include the requisite physical tools: large screen computer, pens and pencils, calculator, paper, reference materials, and miscellaneous supplies of the student’s preference. Access to a printer is advisable, but it does not have to be in the study space.
Digital tools to acquire might include a cell phone as an auxiliary source of internet research, an online calculator or cell phone app, and online resources such as the Quizlet app. Newer computers might support HDMI for displaying the screen on an appropriate television.
MATERIALS: The useful materials for any class go beyond a textbook and #2 pencil. For the distance learner, a computer and access to internet are obviously requisite. Suggestions from experienced on-line teachers include using the largest screen available and exploiting a wide variety of internet resources. Opening multiple screens during lectures and presentations could provide greater flexibility by using one for accepting input and another for notetaking or additional research. Students should eschew using a cell phone for coursework because of the potential to lose details on a small screen, reserving this device for quick tasks like basic arithmetic.
Teachers should be publishing a course syllabus that lists expectations, due dates, and grading criteria. The most helpful outline will also include the order in which topics will be assigned on the calendar. If an inventory of topics is not announced, the school’s course catalog can provide a list of subjects that will be covered.
A printout of worksheets and added research materials, as well as notes recorded on the computer screen, can be a permanent resource, easily organized, and a way to record and update notes for review before tests and quizzes.
Online schooling is not anonymous education, but distance learning removes the student’s voice from the educational environment. Teachers cannot see the confused look on a student’s face or the raised hand of inquiry. The successful online learner will develop a cadre of resources with which to participate in the learning process and interject immediately when a question arises. The syllabus should include how to contact the course instructor: internet consultation, email, phone, or text. Having a study group of other students provides an opportunity to compare notes, exchange homework, and share ideas. Engaging a private tutor who can explain complex ideas in ways that match the student’s learning style and unique foundational knowledge can offer a personal connection to the virtual material.
TIME MANAGEMENT: Once the work space is organized, the student should consider how to keep up with the daily, weekly, and periodic expectations. An assignment planner should be used regularly. Since the student will not be in the classroom where the teacher can remind everyone that the test is on Friday, a structured calendar will help to stay up-to-date. Suitable examples include a white board, cell phone reminder app , Google calendar, or Apple watch. The planner should include a notification signal to remind the student of upcoming due dates several days beforehand.
The student should log on to “school” every day and survey each course. Assignments should be entered into the Planner and grades checked and recorded.
Organizing the class schedule could take a fixed or flexible track. Some students find it helpful to schedule individual “class” time, just like the in-school schedule, with order and time allotments predetermined. Or the student may establish the order in which classes will be opened, but let the duration of attention remain flexible to accommodate assignment difficulty. The most flexible approach might alter, even on a daily basis, the order in which classes are approached, but then must include a follow-up system to ensure “every subject, every day.” The most important point is to have a consistent plan to cover all classes. The workable scheme will depend on how the teacher organizes lectures and other resources, whether there are specific hours for student participation and homework submission. The schedule is intended to set a cadence that encourages continuous momentum and closely follows the routines which will be reestablished once students return to the school building.
A word of caution from experienced online teachers warns that students should avoid the temptation to work on a different subject each day, e.g. Math on Monday, English on Tuesday, etc. While an emersion tactic can be seductive for some learning styles, it diminishes long term learning and, when the school is requiring daily work in each class, presents the possibility of missing assignment dates and participation points. Students should strive to maintain the rhythm expected of the regular school term when in-class instruction returns.
If the student is easily distracted, teachers recommend installing apps like OFFTIME for Apple or Android that block non-school interference.
Although many in-school subjects are set in a 45-minute scaffold, on-line students have more freedom and may want to experiment with a Pomodoro-style format: 20 to 25 minutes of study, followed by 10 minutes of “relaxation” before another 25 minutes of study, and so forth. This approach supports consistent productivity while the frequent breaks keep motivation and creativity at their peek.
ADDITIONAL RESOURCES: Many questions remain regarding the framework of lectures, assignments, consultations, and other strategic procedures of online learning as schools, students, and teachers are thrust into digital education. Plans differ among local districts and individual classes and teachers. The syllabus provided for each class should include methods for contacting the teacher which should be the first and immediate step to follow whenever questions arise. The student should be aware, however, that there may be a delay in response, so additional sources should be developed.
The absence of a controlled classroom also means the absence of an assembly of like-minded classmates. If the online teacher does not establish work groups, students should assume the responsibility to form associations with other students taking the same class, not necessarily with the same teacher. These informal groups can serve both an academic and social purpose. On the academic front, input from other students adds depth to the virtual learning environment and can provide direction when the online teacher is not available.
There are also many online resources to find alternative explanations of complex issues, develop deeper foundational knowledge, or learn background information to enhance understanding. A few worth exploring include www.grammarly.com for free online writing help, www.sparknotes.com for summaries of novels, and www.cliffsnotes.com for novel summaries and general academic topics. In addition, an internet search can be initiated by entering either a general topic (e.g. complete the square) or a specific question (like a word problem from the math text). A few searches will pinpoint specific sites that the student finds useful.
To skirt the complication that might arise from the need for skills and knowledge which differ from those in a more traditional classroom setting, the State of Michigan’s elearning program (established in 2014) assigns a tutor to each student for the purpose of ensuring homework completion and adequate knowledge development. Tutors provide critical support to online learners by developing a face-to-face connection, keeping students on schedule, and providing support which make online courses less overwhelming and more manageable for students. This tutoring system is shown to increase student success by as much as 25%.
The path to successful online learning can be encapsulated into four steps:
1. Establish a work space environment.
2. Maintain a calendar to keep up with homework.
3. Log on to “school” every day, checking in with each class.
4. Engage a variety of resources.
It is often said that today’s teens are the most technologically literate group in history. The time is right to apply that sophistication to the educational arena.
Dr. Ferguson leads a group of tutors who meet with individual students through Facetime, Skype, and Zoom for face-to-face distance learning.
No comments:
Post a Comment