There are so many varied things that I am taking away from this module on virtual education. From the
text chapters, to the videos on ACCESS and the research on virtual learning policies, there is a
plethora to learn. Before this course my experience with any online learning contained what I have
done as a student in this program using Canvas and managing Google Classroom with my students.
So this 3-2-1 activity did not prove too difficult, especially the initial portion, the learning.
3- It was difficult to narrow the list of things that I learned that surprised me down to three, but I
attempted to choose the most impactful aspects of the module resources.
The first thing that I was not aware of was a state regulation about when a student would be able to
access ACCESS. I had not thought about it, but have had students enrolled in ACCESS courses or in
Edgenuity and have had to get their work done at school. When I was researching ACCESS for the
infographic on virtual learning, I came across this information on the website:
I do not know why I hadn’t considered limitations to when you could complete online coursework. Thinking about
it more makes me wonder if the restrictions create undue rigidity for the students or if there is a larger issue at
play that I am not thinking of.
it more makes me wonder if the restrictions create undue rigidity for the students or if there is a larger issue at
play that I am not thinking of.
As I had not seen it in action or heard about it in detail until I watched the videos included in this
module, I did not have a clear picture of what distance learning could look like at the home originating
school. The video panelists excellently conveyed the role of virtual educators, discussing the benefits
and drawbacks, and giving an overview of the program the Hoover City School System has in place
for virtual education. The experience I have observed has been exclusively through ACCESS or
Edgenuity, with preloaded content and no online teacher, exclusively run by a teacher-facilitator in the
actual classroom. I was impressed and inspired by the panelist teaching students in numerous
counties and systems through online instruction. This is such a uniquely complex role.
The final piece of information that intrigued me and spurred more reflection was the inclusion of IVC,
or interactive video conferencing, in the options for delivery by the state for Alabama schools. This
seems like a bit of an outdated system in today’s world of technology, but must be efficient for certain
courses or programs. I’m instantly curious as to which programs or courses this might be, and what
the prevalence of this type of delivery might be for current distance learning.
2- This assignment asks for two things that concern you about virtual learning. The first concern
about virtual learning applies to current learning, and the second concerns the direction virtual learning
may go in the future.
I have concerns about the legitimacy of virtual learning assessment. The validity of assessment should
be consistently evaluated by the assessor, no matter the delivery of content. Simonson, Smaldino,
and Zvacek (2015) address these concerns by exploring purposes and types of assessment, design
and strategies of evaluation, and selecting assessment measures; they also assert the importance of authentic
assessment in their second level of evaluation of distance education (p. 307). Wagner, Enders, Pirie, and
Thomas (2016) researched the use of small-group video conferencing as an assessment measure that
discourages academic dishonesty. With current practice, the students enrolled in virtual learning courses at my
school complete their assessments with a teacher facilitator in the classroom to monitor. I worry that the nature
of the summative assessments given with the model of virtual learning that we engage at my school is limiting in
true demonstration of knowledge. The data provided in this manner of assessment "provide[s] limited information
about learning" (Simonson, Smaldino, and Zvacek, 2015, p. 227). As teachers we are taught new and innovative
ways to deliver assessment, both summative and formative. I have not observed any flexibility with the system
we use.
assessment in their second level of evaluation of distance education (p. 307). Wagner, Enders, Pirie, and
Thomas (2016) researched the use of small-group video conferencing as an assessment measure that
discourages academic dishonesty. With current practice, the students enrolled in virtual learning courses at my
school complete their assessments with a teacher facilitator in the classroom to monitor. I worry that the nature
of the summative assessments given with the model of virtual learning that we engage at my school is limiting in
true demonstration of knowledge. The data provided in this manner of assessment "provide[s] limited information
about learning" (Simonson, Smaldino, and Zvacek, 2015, p. 227). As teachers we are taught new and innovative
ways to deliver assessment, both summative and formative. I have not observed any flexibility with the system
we use.
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The second concern is one about the future of virtual learning is the direction the access to full online
learning may affect students who choose a path of little traditional classroom instruction. I worry that if
we do head in this direction, and begin to open up to the idea of education using the distance model,
students who are of an age that is being molded to interact appropriately with others in adult society
may miss out on that social formation. Even though the explicit intent of education is the academic
content, social development occurring in the formative school age years augments societal relations in
the future.
1- The one question that is at the forefront of my brain while reviewing the virtual learning policies of
the various school systems is how is academic honesty addressed and enforced? Shelby County’s
policy includes a contract that the student and parent or guardian must sign to enroll in virtual learning.
Alabaster City School references a data restriction policy, but does not speak of consequences. I’d
like to do some further investigation into academic honesty within virtual learning policies.
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of
distance education. Charlotte, NC: IAP, Information Age Publishing.
distance education. Charlotte, NC: IAP, Information Age Publishing.
Wagner, E., Enders, J., Pirie, M., & Thomas, D. (2016). Supporting Academic Integrity in a Fully-Online Degree
Completion Program Through the Use of Synchronous Video Conferences. Journal Of Information Systems
Education, 27(3), 159-173.
Completion Program Through the Use of Synchronous Video Conferences. Journal Of Information Systems
Education, 27(3), 159-173.
You pointed out some interesting aspects about ACCESS. I am versed with IVC distance programs because I served as an ACCESS facilitator for five years in the initial birth of the program. I had students in my classroom that would be at one area of the room completing online based ACCESS courses, while students in another area were internally video conferencing with school systems within our organization for a particular course. I agree that although this method of delivery seems “behind the times,” it is very effective in providing high school aged students with effective instruction. Especially the students who do not necessarily meet the readiness requirements for strictly online based learning. Until reading your blog, I had not really given thorough thought to the idea that assessment in the virtual environment limit the level of mastery that can be demonstrated by the student. As you pointed out, there are so many ways that we, as teachers, assess our students informally for content knowledge and understanding. Many of these methods are removed from the virtual learning environment. However, Simonson, Smaldino, and Zvacek (2015) do point out that every assignment given to distance education students does not “have” to be graded and there are opportunities to assess ongoing learning.
ReplyDeleteSimonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education. Charlotte, North Carolina: Information Age
Publishing, Inc.
Amanda,
ReplyDeleteI learned a lot during this module about virtual learning. I had no idea there were so many mandated guidelines regarding virtual learning. I have no personal experience with ACCESS, but I was very interested in the information provided by the Hoover High School teachers. I viewed ACCESS as a program where students could take classes not offered in their high school. I had no idea all the regulations associated with ACCESS. I have concerns about the quality of assessments in virtual learning. Assessments and evaluations are a critical part of a successful class. The teacher and student need feedback (Simonson, Smaldino, & Zvacek, 2015). I was pleased to discover that Chilton County’s virtual learning policy has a section on assessments. Students are required to take all assessments at the virtual school campus with a proctor.
The future of K-12 distance learning is a concern I have also. I hope schools are able to keep students balanced between face-to-face instruction and virtual learning. Virtual learning is a benefit to so many, but students still need social interaction. My desire is that schools continue to enforce policies that require students to meet with instructors and other students on a regular basis. Students need to learn social interaction as well as academics. Requiring these meetings will also allow for monitoring academic honesty.
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: IAP, Information Age Publishing.