Enhancing Distance Learning with Learner-Centered Principles Wallace Hannum University of North Carolina Barbara McCombs Denver Research Institute

Rural Education in America 30% of all schools 20% all students Difficulties include –Problem hiring and retaining teachers –Finding qualified teachers for some subjects –Small number of students –Offering complete curriculum –Offering advanced courses

Distance Learning as Potential Solution Need –70% rural high schools were using DL –85% had used DL –65% indicated need for more DL courses Effectiveness –Meta-analysis show ES from to.09 –About the same learning outcomes as traditional instruction –Technology itself doesn’t improve achievement –Drop out rates ~60% in some DL courses

Why Students Drop Out Fall behind in self-paced courses Poor self-regulating skills Lack of contact with teacher/adult Weak relationships with teacher/adult Lack of support system Perception of isolation

Theoretical Background American Psychological Association exploration of factors effecting learning Research identified 14 factors with empirical & theoretical support Grouped into 4 categories –Cognitive & Metacognitive Factors –Motivational & Affective Factors –Developmental & Social Facors –Individual Difference Factors

Research Design National sample selected at random Rural High Schools Advanced Placement DL course Taught online by two instructors Each school assigned at random to intervention/control group Double-blind to instructors & schools Randomized controlled trial (RCT)

Facilitator Model Asynchronous DL course Students have assigned period to do their work monitored by facilitator Typically 3-4 students per school Local facilitators with students during period Facilitator is adult school employee –Administrator –Teacher –Coach –Librarian

Intervention Facilitators in intervention condition trained to support students through use of the 14 Learner-Centered Principles Initial training in pilot test was traditional Revised training to shift to constructivist learning environment for facilitators –Case-based instruction –Ongoing collaboration among facilitators –Tried to built learning community –Encouraged generation & sharing of practices that supported students Both Intervention & Control had basic training in using DL system

Completion Rate for Schools Intervention –18 schools started –2 schools dropped –11% drop-out rate Control –18 schools started –8 schools dropped –44% drop-out rate

Completion Rate for Students Intervention –115 students started –76 completed year –39 dropped-out –33% drop out rate Control –121 students started –52 completed year –69 dropped-out –57% drop out rate

Conclusion Use of Learner-Centered Principles reduces drop-out rate in distance learning courses Important to have adult support of high school students using these principles Facilitators improve ability to support students through collaborating in constructivist learning environment Quality of online instruction alone not sufficient

Next Steps Larger study next year Larger range of student abilities Regular algebra course Continue to use facilitator model based on 14 Learner-Centered Principles