Virtual High Schools Practicalities & Possibilities By Robin D. Smith

The Virtual High School Movement CONSIDERATIONS What populations do we serve? What are our purposes for using virtual learning? What resources are we willing to commit? How can we use this to improve educational design and delivery in all of our courses?

The Virtual High School Movement CURRENT TRENDS K-8, high school, college, and university Varied structures for specific needs and populations Public and private consortiums Hybrid courses improve educational design and delivery in all courses

The Virtual High School Movement ISSUES Effectiveness Online learning as transformation Payment For profit or not Oversight State accountability tests and NCLB

The Virtual High School Movement CONCERNS Resources Opportunities for meaningful interaction Training for teachers

The Virtual High School Learner What students are served by the VHS? Special Needs Non-traditional Home-schooled Isolated Ambitious Unskilled

Characteristics of the Successful VHS learner : Self-regulating and self-motivated Tolerant of change and new technology Possessing textual communication skills BUT Good preparation and mentoring can help students develop these skills and habits.

The Current State of the Art: Questions about Programs & Courses How is the program being financed? Who is designing the program of studies? Does the program meet state and national standards? Are the platform and basic navigational setup user- friendly? Do the learning activities include scaffolding, real world application, and interaction?

Benefits, Issues, and Concerns To Institutions To Learners To Curricula To Teaching

Institutional Considerations Opportunities for Collaboration Opportunities for Sharing Resources Opportunities beyond Geographical Limitations Need for Retraining Staff Need for Redirecting Funds Potential Fund-raising and Pubic Relations Problems Potential “Third-World” Higher Education

Learner Considerations Easy Access Evens Playing Field Economically & Geographically More Individual Attention Lose Experience of “Scholarly” Environment Lose Opportunity for Civil Socialization

Curricular Considerations Interdisciplinary Cooperation More Varied Curricula without More Cost Courses of Study and Programs May Devolve into Individual Courses without Input of Entire Department Market Forces May Interfere with Instructional Goals If Institutions Establish for-Profit Components

Teacher Considerations Improves Pedagogy Provides More Options for Effective Instruction Creates More Vertical Alignment Produces Emerging Roles for Teachers Encourages Flexibility May Diminish the Status of Teachers: Higher Education Could Lose Research Component, Need for Post Graduate Content Degrees Lessens, and Instructors Spend More Time with Students but Lose Full-time Status and Salary

Biggest Concerns Select and train staff adequately. Select or develop robust, instructionally appropriate courses.

Questions to ask about a course: 1.Does it accomplish our objectives? 2.Does it effectively utilize instructional technology? 3.Does the course design encourage good mentoring, scaffolding, real world applications, and interaction?

Recommendations C ommit Staff, Training & Resources V alue Participants’ Time and Commitment S elect Virtual Courses/Programs Wisely R emember: Virtual learning is not for every student or every teacher, but this initiative will revitalize and provide new focus for all instruction in our system system.