As of the 2016-2017 school year, all Alabama schools will be required to establish a policy for virtual learning for high school students. Although not mandated until now, virtual learning is not new to Alabama schools. Alabama launched the ACCESS distance education program during Governor Bob Riley's administration. Since that time, Alabama students have been able to take virtual classes that were not available within the confines of their home school. As of April 2015, 27,000 Alabama students were enrolled in ACCESS courses.
During our study of virtual learning in the United States. I found several things impressive, while some things were surprising and others left questions unanswered. I was impressed by the considerable amount of research surrounding interaction and the hierarchy of interaction. According to Moore and Kearsley, there are three distinct types of interaction in distance education and each are equally important: learning-content interaction, learner-instructor interaction, and learner-learner interaction (2012, p. 132-133). Instructors should use this information to build their courses. Additionally, I was impressed by Distance Education as a whole as a resource for online educators. There are countless tips and guidelines that would be helpful to new and veteran teachers of online courses. Lastly, I'm impressed by the overall concept of virtual learning and the amount of flexibility it allows students, as well as teachers. I was only vaguely familiar with ACCESS but after learning more about it, as well as Hoover´s virtual programs, I am intrigued in its future success.
I was surprised by the number of students enrolled in virtual learning as early as the 2011-2012 school year. According to my research, and as listed on my info-graphic below, there were 199,593 students enrolled in online courses during the 2011-2012 school year. On another note, I was surprised by some of the student attitudes and perceptions of virtual learning. Most surprising to me, yet encouraging, was that students noted missing the "father figure" or "mother figure" presence they feel in a traditional classroom setting (Moore & Kearsley, 2012, p. 163). On the other hand, I was left questioning why only 27,000 Alabama students took advantage of ACCESS courses in 2015. I will be interested to see how much this number increases during the 2016-2017 school year.
During our study of virtual learning in the United States. I found several things impressive, while some things were surprising and others left questions unanswered. I was impressed by the considerable amount of research surrounding interaction and the hierarchy of interaction. According to Moore and Kearsley, there are three distinct types of interaction in distance education and each are equally important: learning-content interaction, learner-instructor interaction, and learner-learner interaction (2012, p. 132-133). Instructors should use this information to build their courses. Additionally, I was impressed by Distance Education as a whole as a resource for online educators. There are countless tips and guidelines that would be helpful to new and veteran teachers of online courses. Lastly, I'm impressed by the overall concept of virtual learning and the amount of flexibility it allows students, as well as teachers. I was only vaguely familiar with ACCESS but after learning more about it, as well as Hoover´s virtual programs, I am intrigued in its future success.
I was surprised by the number of students enrolled in virtual learning as early as the 2011-2012 school year. According to my research, and as listed on my info-graphic below, there were 199,593 students enrolled in online courses during the 2011-2012 school year. On another note, I was surprised by some of the student attitudes and perceptions of virtual learning. Most surprising to me, yet encouraging, was that students noted missing the "father figure" or "mother figure" presence they feel in a traditional classroom setting (Moore & Kearsley, 2012, p. 163). On the other hand, I was left questioning why only 27,000 Alabama students took advantage of ACCESS courses in 2015. I will be interested to see how much this number increases during the 2016-2017 school year.
References:
Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth
Cengage Learning: Belmont, CA.
I was also surprised Moore and Kearsley (2012) stated that more students admitted they enjoy a traditional classroom compared to a distance learning course. It seems like students would enjoy the online component and flexibility that comes with distance education. I believe some students would be reluctant to take more responsibility in their education by completing assignments in an online format. However, with effective class management, the majority of students would thrive in an online environment.
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