UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE

Models/Forms/Types of Virtual Schools

EDTC 650: Assignment # 1
Anna Newton Fall 2012

Models/Forms/Types of Virtual Schools A. Newton Virtual schools have several ways in which they can be categorized, such as delivery method, curricula, and types of students enrolled in the school. Despite all the various ways in which virtual schools can be categorized, the most helpful way to describe forms/types/models of virtual schools is dependent on the individual considering the purpose of the virtual school. The student will consider the delivery method category the most helpful because each method has its strengths and weaknesses and it will influence the likelihood of student enrollment and their potential success in the course and/or program. Administrators and teachers, on the other hand, will find the type of student category the most helpful because the goal of the administrator and teacher is to make sure that each course meets the needs of the students enrolled in the virtual school. Categorizing virtual schools by delivery method is very helpful, particularly for students, because it helps to delineate the purpose of the course, the teaching methods that may be used, and the types and frequency of technology that will be used in the course. There are four main types of delivery methods; independent, asynchronous, synchronous, and blended classes. Students will use their knowledge of the pros and cons of the type of delivery method and will try to match it to their personal preferences and needs. According to Reid, Aqui, & Putney (2009), students preference of learning environment [delivery method] was correlated with students preferred levels of control of learning (p. 283). Students will enroll in courses and virtual schools that use a delivery method that will suit them the best because it will help set them up for potential success in the online learning environment. The independent delivery methods purpose is to allow students to enrich their own learning or as a way to complete their education on time due to a failed course or being unable to attend a traditional school physically. According to Barbour and Reeves (2009), in the

Models/Forms/Types of Virtual Schools A. Newton independent delivery model; the virtual school simply provides the materials used by the student (p. 405). The teaching methods for the independent model will have little to no interaction with the teacher and other students, which means the learning taking place is the sole responsibility of the learner. The independent method will use little to no technology to enhance the instruction, since the teacher will have little interaction with the student, other than grading the assignments. This delivery method is more suitable to a highly motivated student that can keep themselves on track and may need little help throughout the course. In the asynchronous method the virtual school provides much more than a set of resources by using a robust course management system (Barbour & Reeves, 2009, p. 406). The use of the course management system allows the student to interact with the teacher and with other students taking the course. The teacher uses the course management system to help guide students through the course and provides feedback on formative and summative assignments. Students still have a lot of control over their own learning and will need self-regulatory skills, but the guidance and feedback provided by the teacher, which is facilitated by the course management system, helps keep the student on track with the coursework and provides clarification and support when needed. The synchronous method requires students to meet online at certain times and during certain dates. The synchronous delivery method also uses a course management system, which allows the teacher to facilitate discussion with multiple students through a direct messaging system that can use text and/or audio. Many course management systems also allow the teacher to assign student to a particular room, which allows them to work in groups without the interference of audio or additional text-based discussion from members of other groups and the teacher can assign the moderator controls over to a student to allow them to present material

Models/Forms/Types of Virtual Schools A. Newton within the classroom (p. 406). The synchronous method gives more control of learning and pace of the course to the teacher, but the student still has control over when they work on assignments outside of online meeting times. This method is better for students who need more guidance from the teacher during the course. The set online meetings provides specific times for the students to participate and allows them to ask questions if needed. This method also has more student to student interaction than the independent and, at times, the asynchronous method. Interacting with other students and the teacher is better for students who are not self-regulating learners. The blended learning method, also referred to hybrid learning, is the practice of combining traditional and online instructional practices. The percentage of online and traditional instruction can vary providing a wide-range of possible approaches to blended learning (Wicks & Associates, 2001, p. 42). Blended learning allows students to get the benefits of multiple teaching methods that are used in both traditional and online courses. This teaching method has the least amount of student control because students will still meet in a traditional class, but the students take more control of their online learning by participating in discussions and other course work. Students also gain more personalized interactions with the teacher where they can get extra guidance they may not have received while in the traditional classroom. According to Wicks & Associates (2009), instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction (p. 38). This may be because some students need the teacher to have more control of the learning environment due to learning problems and/or to help regulate their learning. Categorizing models/types/forms of virtual schools by delivery method helps some students to decide what delivery method will suit them the best. Each type of delivery method uses different teaching methods and technology. These different teaching methods and technology usage allows the

Models/Forms/Types of Virtual Schools A. Newton learner a different amount of control. The student will try to pick a delivery method will help set them up for potential success in the online learning environment. While categorizing by delivery method is extremely helpful to those who are participating in a course in a virtual school, describing virtual schools based on the types of students is extremely helpful for administrators and teachers because it helps to determine the purpose of the course and the teaching methods that should be used to help students reach their learning goals. There are many different types of students that may enroll in a virtual school, but the most common groups are gifted or advanced students, students who need remediation or course recovery courses, and students that are unable to attend a traditional school for various reasons. In each of these groups there may be students that have special needs that are outlined in a 504 plan or an IEP, which will need to be taken into account by the school and teacher of the course. Gifted and advanced students are typically taking online courses through a virtual school because the courses may not be available at their own school and they are trying to challenge themselves academically and enrich their own knowledge. Students who need remediation or course recovery courses enroll in virtual schools to help them graduate on time by providing additional support in difficult courses or making up credit of courses they may have failed previously. Finally, students may be unable to attend a traditional school due to illness, travel, or homeschooled students take courses online to complete their formal education. Each type of student has strengths and weaknesses; describing the virtual school by the type of student also gives administrators and teachers the ability to predict and prepare the types of support and services to ensure students are learning and are successful. Gifted or advanced students, who take courses to enrich their own education, typically need less support than other types of students because they most likely have the characteristics of someone who is successful

Models/Forms/Types of Virtual Schools A. Newton learning online. The characteristics of successful online learners are self-directed; independent learners, highly motivated, have good time management skills, are willing to ask a lot of questions, have strong support from their family, and are not dependent on face-to-face interaction (Reid, et al, 2009, p. 292). While support services may be available for all students, the gift/advanced students may only need feedback from instructors in order to be successful in their online courses. Students, who need remediation or course recovery courses, may not have all or any of the characteristics of a successful online learner, particularly if they have failed the course before due to lack of motivation, attendance, or support from the family. These students will need support services to ensure they do not drop out or fail the course a second time. According to Reid, et al. (2009), the most common reasons students dropped out of the virtual school in their study and returned to the traditional school involved the students false expectations and feelings of isolationStudents realized it [online courses] was not as easy as they anticipated (p. 292). In order to combat this problem, students should be screened based on pre-set criteria to determine if students might be successful in an online environment and what services they may need to help them be successful. The student should also be given information by counselors to help them determine the types of courses they should consider enrolling in based off of the prescreening (Reid, et al, 2009, p. 293). Motivation and stay up to date on their course work may also be difficult for these types of students. As a result, teachers will need to design their courses to help guide these students and provide more consistent feedback compared to the amount of feedback given to an advanced student. Students, who may be unable to attend a traditional school due to illness, travel, or homeschooled students may need extra support like the remediation or course recovery students,

Models/Forms/Types of Virtual Schools A. Newton but they will also need a place to work on their social skills and they may want opportunities to interact with other students in extra-curricular activities. Administrators and teachers may develop virtual learning communities of socialization. According to Luppicini (2003), virtual learning communities of socialization help connect individuals with common interests or a common background for social exchange (p. 410). These communities help combat the feeling of isolation these types of students may feel, which could cause them to drop out of the virtual school. Students with 504 plans or IEPs have various different disabilities that range from physical, learning, and social issues. The virtual communities of counseling and development can help provide support services to individuals and nurture individual growth to help these students (p.410). These support services can help students gain social skills they need to be more successful in the online learning environment by helping them learn how to work with other students and master reading, writing, and time management skills they need for the courses. In some cases, a mentor that meets with the student face-to-face may be needed to help students with special needs in order to assist them in their learning. There are many ways in which virtual schools can be categorized; however, the most helpful way to describe forms/types/models of virtual schools is reliant on the individual considering the purpose of the virtual school. Students will consider the delivery method category the most helpful because each delivery method has its strengths and weaknesses in terms of teaching methods and the amount of interaction with the teacher and other students. Students will pick the virtual school and courses based off of the delivery method based on their learning preferences. Administrators and teachers, on the other hand, will find the type of student category the most helpful because the goal of the administrator and teacher is to make sure that

Models/Forms/Types of Virtual Schools A. Newton each course meets the needs and strengths of the students enrolled in the virtual school by providing support services and designing courses with various teaching methods.

Models/Forms/Types of Virtual Schools A. Newton References: Barbour, M., & Reeves, T. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52, 402-416. Luppicini, R. (2003). Categories of virtual learning: Communities for educational design. The Quarterly Review of Distance Education, 4(4), 409-416. Reid, K. M, Aqui, Y., & Putney, L. G. (2009). Evaluation of an evolving virtual high school. Educational Medial International, 46(4), 281-294. Wicks, M., & Associates. (2010). National primer on k-12 online learning. Washington DC: iNacol. Retrieved from http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf

Models/Forms/Types of Virtual Schools A. Newton

Rubric for Assignment One

Criteria
Effective Introductory Statement
100-90
The introduction is focused, welldeveloped and states the main thesis with precision, and clearly previews the structure of the essay.

89-80
The introduction states the main topic and previews the structure of the essay, but the introduction may be a little vague in places or may only partially address the authors thesis or purpose.

79-70
The introduction states the main topic, but does not adequately preview the purpose of the essay or its structure. It may be unclear.

<69

Total/100

There is no clear /20 introduction of the main topic or structure of the paper.

Sources

Student selected article is current and scholarly. All sources used for quotes and facts are credible and cited correctly using APA Style in-text citations and references.

Student selected article, but may be older than three years.

Many sources used for quotes All sources used for Most sources and facts are less used for quotes quotes and facts than credible and facts are are credible and (suspect) and/or credible and cited are not cited most are cited correctly using APA correctly using correctly. Style in-text APA Style in-text citations and citations and references. references.

Student selected article is not current and are not scholarly.

Student fails to select an article.

/20

Focus on Topic

There is one clear, well-focused topic. Main idea stands out, is perceptive, and is supported by clear, convincing and detailed information.

Main idea is clear but the supporting information may be somewhat general or the essay may be more descriptive than analytic in spots. The writer adequately outlines forms, models/types of virtual schools. However, key items for interpretation may be missing or

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

/20

Synthesis of Topic

The writer successfully outlines forms, models/types of virtual schools. Responses include mention of special

The writer is outlines forms, models/types of virtual schools, but at a very base level. There is no nod, or very little mention of special

The writer fails to successfully outline forms, models/types of virtual schools.

/20

Models/Forms/Types of Virtual Schools A. Newton

populations and are unclear. There is a categorized nod to special logically. populations, but specifics are lacking populations.

Conclusion

Conclusion successfully packages the essay.

Conclusion packages the essay, but may be missing key details.

Student writes a conclusion that fails to summarize and package the essay.

The writer fails to include a concluding paragraph.

/20

Total

10