INTRODUCTION
The number of virtual classrooms is growing each school year across the country. Recently, Alabama legislature required all schools to offer students the opportunity to receive their high school diploma “entirely in a virtual, or online, environment, beginning in the 2016 - 2017 school year.” “The goal of the Alabama Access Distance and Blended Learning model is to provide equity through additional high-quality course offerings for all Alabama public high school students” (ACCESS Virtual Learning). Even with the growth of virtual classrooms, there is much planning that needs to take place before a school system can offer distance learning for students.
The information posted by the instructors is protected by Copyright laws. These laws are similar to the same copyright laws of text but do have some distinct differences. Copyright laws can be a tricky topic. Teachers need to remember when posting information found online, give proper credit to the original creator. It is ok to use the information, just give credit where credit is due. Is it likely you will get caught if you do not give credit? Maybe not, but “it has become increasingly likely (especially with the advent of web-crawlers used to search out infringements) that you will” (Simonson, Smaldino, & Zvacek, 2015, p. 260).
In order for virtual classes to be successful, there needs to be not only teachers and students but a distance education administrator as well. This individual’s “responsibility is the matter of readiness - institutional readiness, faculty readiness, and student readiness” (Simonson, Smaldino, & Zvacek, 2015, p.280).
Virtual classes can be a significant benefit to a school system and the students that are enrolled. I created the infographic listed here. The information describes some of the benefits of virtual classes. As you can see, schools in Alabama have seen the benefits enough to increase the number of courses and school districts that are now offering these courses to their students. To determine the level of effectiveness, a school system needs to evaluate the program at the conclusion of the course. The text mentions using the AEIOU approach in evaluating the course. This approach evaluates the Accountability, Effectiveness, Impact, Organizational Context, and Unanticipated Consequences (Simonson, Smaldino, & Zvacek, 2015, p. 313-314). Courses can be updated each session offered and evaluated at the end of each offering.
Teachers have the opportunity to apply to become a virtual classroom educator. Each school system/program will have their own application process. While it is relatively easy for someone to become a virtual classroom educator, it is not the job for everyone. Simonson, Smaldino, & Zvacek (2015) mention using the acronym VOCAL to evaluate the educators. How do systems handle removing an ineffective virtual classroom educator?
Student readiness is also a concern of mine. Most programs offer a checklist for students to complete before enrolling in a virtual class. However, if students feel they “need” this option but are not adequately ready for the class, the end results could be disastrous. What precautions can a distance education administrator set in place to ensure student success?
With the rapid growth of virtual classroom across the state and nation, what are the chances of each school or school system hiring an instructional educational specialist? The number of technology directors across the state is large, but will individual schools have the funding provided by the state department to supply the needed resources at each school level similar to the Reading Coach several years ago?
I have the privilege of participating in the eMINTS certification program. Check out this video from Baldwin County school system on how eMINTS certified instructors and educators are changing the look of education.
EMINTS from Baldwin County Public Schools on Vimeo
Reference
ACCESS Virtual Learning | ACCESS Virtual Learning. (n.d.). Retrieved from
http://accessdl.state.al.us/
http://accessdl.state.al.us/
Baldwin County Public Schools. (2016). https://vimeo.com/165958653EMINTS on Vimeo [Video file].
Retrieved from https://vimeo.com/165958653
Retrieved from https://vimeo.com/165958653
Simonson, M., Smaldino, S. E., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education. Charlotte, North Carolina: Information Age Publishing, Inc.
Foundations of distance education. Charlotte, North Carolina: Information Age Publishing, Inc.
Jaclyn,
ReplyDeleteI agree that a specific administrator should be assigned to a district's virtual school. Wes mentioned his school system has a code of conduct specific to their virtual program, and I feel that his system is heading in the right direction. Simonson, Smaldino, Svacek (2015) argued administrative readiness supercedes all of the other readiness factors. In this regard, I believe systems that develop a specific code of conduct and assign a specific administrative team are ahead of the game.
Jacyln, I love your question about each school employing an online instructional education specialists. I know some districts have already began a move to having a specialist at each school yet some are struggling to provide a similar position for an entire district. “Distance education is expensive” (Simonson, Smaldino, and Zvacek, 2015, p. 296). This succinct and direct statement says much about the current climate in public education. Districts are going to have to make virtual learning a priority in the budget in order to see more virtual professionals hired within districts and schools.
ReplyDeleteSimonson, M., Smaldino, S., and Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, North Carolina: Information Age Publishing.
Jaclyn, I am very interested in learning more about emints. This is the first time I have heard of the program. Is there a website?
ReplyDeleteI, like you, also have concerns regarding students who need a class, but might not be ready academically or in maturity level to take an online course. This is especially a problem in districts where online resources are the sole credit recovery option. In the text, Teaching and Learning at a Distance, we are reminded of essential learning factors which impact an online student: computer competence, collaboration with peers, and course design and content (Simonson et al. 2015, p.67)
Simonson, M., Smaldino, S., and Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, North Carolina: Information Age Publishing.