Researching Online Programs_New Thoughts About Virtual Schools

What did you learn this week that struck you as particularly important in learning about virtual schools? Has your thinking changed as a result of what you learned this week?

My attention to the subject matter this week slowly drifted away from the challenges of researching online programs to really the more interesting philisophical question of "re"searching something that is relatively new by definition.  We always want to compare new programs to existing programs (in this case online to f2f) but online learning is inherently a paradigm shift.  It shouldn't look like a f2f program.

We need to be creative in how we even define what quality looks like.  I think we do need to go back to some normed ideas of assessment scores and more commonly use measurement tools.  However, I think learning should be more interesting and deep.  I think with more types and modes of media and communication it can definitely be more interesting and collaborative.

However, I have to be honest that the whole movement, not just online education, but towards virtual interaction concerns me deeply.  We talk from an education standpoint about the importance of inflection, timing and being able to think on your feet as an educator.  If the paradigm shifts too far to favor "asynchronous" and instantaneus by brief modes of communication and learning thinking we kind of lose a human quality education and just in general.

New thoughts on Virtual Schools

What did you learn this week that struck you as particularly important in learning about virtual schools? Has your thinking changed as a result of what you learned this week?

I was encouraged after reading some of the research studies regarding virtual Algebra I classes that some key pieces that I consider important are being implemented in virtual courses.  I read some great attitudinal data about students feeling more confident about using technology  in general.  Excited to use the graphing calculator as part of their course work and having student to student interaction regarding authentic math applications (the Dwyer study reported that the students in online courses reported a higher amount of positive experinces working with other students on real-world problems compared to the f2f comparison group.

I have recently been back on a graphing calculator kick in my classroom and love tying the learning of concepts into the modes of learning:  Algebraic, graphical, numerical, and verbal.  I could really see a well-crafted virtual course taking advantage of these "views" or points of entry and having student work together with actual data graphs, etc.

I also feel more adamant about the movement of the common core standards in mathematics being such a high priority and that it should be treated with an even greater sense of urgency.

Regarding the research studies, it is clear that it is hard to compare virtual to f2f but in reality, it is even hard to compare any courses district to district, state to state, etc. because there so many different curricula.

The end measurable pieces should be easier to set in stone (at least for math) and then we can use data to figure out how student best arrive at that goal.  I am not saying that simple standardized tests are the only measure of deep math knowledge, but they are a very relevant starting place, and we need to get those data points and begin to measure knowledge using other tools to build off the foundations (standards).