Online and Distance Learning in Southwest Tennessee: Implementation and Challenges
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Presenters: Lydotta Taylor, REL Appalachia Eric Cramer, report co-author The webinar will discuss study results about the use of online and distance learning in high schools in southwest Tennessee. We will focus on the extent to which schools offer courses, reasons why schools provide the courses, and barriers to implementing online and distance learning.
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Online and Distance Learning in Southwest Tennessee: Implementation and Challenges
- 3. Disclaimer: This webinar will be recorded and shared publically. Consequently, anything shared during this webinar, including chat comments, could be shared publically. This webinar may represent a presenter’s or an attendee’s personal views, opinions, conclusions and other information which do not necessarily reflect those of MVU and/or the Michigan Virtual Learning Research Institute and are not given nor endorsed by MVU/MVLRI unless otherwise specified.
- 4. Online and distance learning in southwest Tennessee: Implementation and challenges Lydotta Taylor, Ed.D., Research Partnerships Lead, REL Appalachia Eric Cramer, Senior Research Specialist, REL Appalachia February 11, 2015
- 5. Regional Educational Laboratory (REL) Program • U.S. Department of Education, Institute of Education Sciences. • RELs provide regional support for: – Applied research and evaluation. – Technical support and information sharing to build capacity to use data for improved education outcomes. 5
- 6. REL Appalachia’s Mission • Meet the applied research and technical support needs of Kentucky, Tennessee, Virginia, and West Virginia. • Bring evidence-based information to policymakers and practitioners: – Provide support for a more evidence-reliant education system. – Inform policy and practice for states, districts, schools, and other stakeholders. – Focus on high-priority, discrete issues and build a body of knowledge over time. 6
- 7. How We Work: Research Alliances • What is a research alliance? – A partnership between education stakeholders and REL Appalachia. • What is the purpose of a research alliance? – As partners, REL Appalachia and alliance members develop and carry out a research and analytic technical assistance agenda on priority topics. • Who are the education stakeholders in an alliance? – May include representatives from one or more schools, divisions, state education agencies, and other organizations (e.g., colleges and universities). 7
- 8. Southwest Tennessee Rural Education Cooperative • Coalition of superintendents from 12 school districts (half of which are rural) surrounding Memphis, Tennessee. • About 60 percent of students in SWTREC districts are eligible for free or reduced-price lunch. • Superintendents meet regularly to discuss challenges and collaborate on initiatives to improve students’ college and career readiness. 8
- 9. Online and distance learning in southwest Tennessee • The content of this presentation is based on the report Online and distance learning in southwest Tennessee: Implementation and challenges. • The report is available on the Regional Educational Laboratory website at http://ies.ed.gov/ncee/edlabs. 9
- 10. Study Background • SWTREC members wanted to understand one another’s online and distance learning offerings – Share resources across schools. – Share courses and instructors across multiple schools. • REL Appalachia modified a survey used for an Investing in Innovation (i3) grant originally used for districts in Tennessee. The survey – Requests information about online and distance learning courses and the numbers of students enrolled in these courses. – Asks respondents to rate the importance of reasons offering courses and perceived barriers to expansion. 10
- 11. Definitions • Online course – credit bearing, delivered primarily through the internet using asynchronous instruction, taken in school, at home, or in some other location, and can originate from within or outside the district. • Distance learning – credit bearing, delivered through audio, video, the internet, or other computer-based technology using primarily synchronous instruction, and have an instructor in a different location from the students. 11
- 12. Online and distance learning course availability • The survey was distributed by the SWTREC leaders to high schools in April 2013, and 17 of 21 high schools (81 percent) responded. • Online courses were used more frequently and had higher enrollment than distance learning courses. Still, more than 80 percent of responding schools used online or distance learning courses in 2012/13. 12 Both online and distance learning 41.2% (n = 7) Online only 35.3% (n = 6) Distance learning only 5.9% (n = 1) Neither 17.6% (n = 3)
- 13. Type of course offerings Online • 100 percent of high schools used online courses to offer dual enrollment courses • 89 percent of the online courses offered were dual enrollment Distance learning • 75 percent of high schools used distance learning to offer dual enrollment courses and • 66 percent of the distance learning courses offered were dual enrollment 13 0 25 50 75 100 Advanced placement Dual enrollment Career and technical education Core academic Elective academic Percentofschools Online (n = 13) Distance learning (n = 8)
- 14. Course subject offerings • More than half of online courses were in social studies and career and technical education. • Most distance learning courses were in English and math. 14 0 25 50 75 100 Online (n = 63) Distance learning (n = 29) Career and technical education English Fine arts Math Science Social studies World languages
- 15. Reasons for offering online courses • Providing opportunities for students to accelerate credit accumulation was most often rated a “very important” reason for offering online courses. 15 Reason for offering online courses Number of high schools Percent Providing opportunities for students to accelerate credit accumulation 12 92 Providing courses not otherwise available at the school 10 77 Offering dual enrollment courses 10 77 Reducing scheduling conflicts 6 46 Providing opportunities for students who are homebound or have special needs to take courses 4 31
- 16. Reasons for offering distance learning courses • The ability to offer dual enrollment courses was rated as a “very important” reason for providing the course. 16 Reason for offering distance learning courses Number Percent Offering dual enrollment courses 6 75 Providing courses not otherwise available at the school 4 50 Providing qualified instructors for courses 4 50
- 17. Barriers to offering online courses • Cost was the greatest barrier for schools that offered online courses and limited technology was the greatest barrier for schools that did not offer online courses. 17 Offered online courses Did not offer online courses Barrier to offering online courses Number Percent Number Percent Cost of courses 10 77 1 25 Students find online courses are more difficult than they expected 5 39 1 25 Lack of supervision (proctor) for students taking courses 4 31 1 25 Limited technology to support courses (computer or lab space available) 3 23 3 75
- 18. Barriers to offering distance learning courses • Availability of technology was the greatest barrier for schools that offered distance learning courses and supervision was the greatest barrier for schools that did not offer distance learning courses. 18 Offered distance learning courses Did not offer distance learning courses Barrier to offering distance learning courses Number Percent Number Percent Limited period when technology (either distance lab or computers) is available 4 50 2 22 Difficulty obtaining student progress or grade reports 3 38 0 0 Lack of supervision (proctor) for students taking courses 2 25 3 33
- 19. Implications of the study • Online and distance learning courses offer schools a means of exposing students to a diversity of courses they might not otherwise have access to. • Technological limitations – both in the availability of technology and the restricted periods when technology is available – were barriers that schools perceived in offering online and distance learning courses. • The findings can help other rural districts plan for the anticipated challenges and opportunities of implementing online and distance learning courses in their own districts. 19
- 20. Questions 20
- 21. Connect with Us! www.relappalachia.org @REL_Appalachia Eric Cramer CramerE@cna.org (703) 824-2896 21
- 22. Online & Blended Learning Research Community 8 AM to 4PM November 8, 2015 Hosted by: iNACOL Blended and Online Learning Symposium Nov 8-11, 2015, in Orlando, FL
- 24. Upcoming Webinar: Date & Time: Wednesday, 2/18, 2pm Eastern Time Topic: Spokane Schools Research Presenters: Kristin Whiteaker, Spokane Virtual Learning Don Brummet, Spokane Virtual Learning
- 25. Email: MVLRI@mivu.org Facebook: /mvlrinstitute Twitter: @MVLRI_MVU LinkedIn: michigan-virtual-learning-research-institute YouTube: https://www.youtube.com/user/mvlri1 Webinars: http://mvlri.org/Presentations/Webinars Contact us!
Editor's Notes
- Welcome, and thank so much for joining us today for another installment of the Research Webinar Series hosted by our team here at the Michigan Virtual Learning Research Institute (or MVLRI). The goal of MVLRI™ is to expand Michigan’s capacity to support new learning models, engage in active research to inform new policies in online and blended learning, and strengthen the state’s infrastructures for sharing best practices.
- MVLRI is a division of MVU, the Michigan Virtual University, a nonprofit organization whose mission is advancing K-12 education through digital learning, research, innovation, policy and partnerships. MVU is also the parent company of Michigan Virtual School, a supplemental state-sponsored virtual school; Michigan LearnPort, an online professional development portal for K-12 educators and personnel, and MyBlend, a blended learning initiative providing K-12 schools with resources, products and services to personalize learning options for their students and improve student achievement.
- Before we introduce today’s presenters and the topic of their presentation, an important disclaimer for our Research Webinar Series. This webinar will be recorded and shared publically. Consequently, anything shared during this webinar, including chat comments, could be shared publically. This webinar may represent a presenter’s or an attendee’s personal views, opinions, conclusions and other information which do not necessarily reflect those of MVU and or the Michigan Virtual Learning Research Institute and are not given nor endorsed by MVU/MVLRI unless otherwise specified.
- Lydotta M. Taylor, Ed.D., is the Research Partnership Lead for the Regional Educational Laboratory (REL) Appalachia. REL Appalachia is one of 10 research centers funded by the Institute of Education Sciences at the U.S. Department of Education. Taylor is responsible for planning and coordinating the region’s research alliances in Kentucky, Tennessee, Virginia, and West Virginia. Taylor is also the founder and President of The EdVenture Group and L-evation, LLC. Eric Cramer, M.A., is a senior research specialist with CNA Education, working on the Regional Educational Laboratory (REL) Appalachia. He is a co-author of REL Appalachia’s report, Online and distance learning courses in southwest Tennessee: Implementation and challenges, as well as the lead author on a REL Appalachia report on enrollment and pass rates in Kentucky’s college preparatory transition courses. Cramer joined CNA’s Education team in 2013.
- Goal is to build an evidence-reliant education system grounded in data and research.
- There are 21 high schools in SWTREC.
- Number of schools offering online courses – 13 Number of online courses offered by all schools – 63 Average number of students enrolled in an online course – 7 Number of schools offering distance learning courses – 8 Number of distance learning courses offered by all schools – 29 Average number of students enrolled in a distance learning course – 8
- Online courses: More than half of online courses were in social studies (34.9%) and CTE (25.3%). Courses were also offered, in order of popularity; English, world languages, math, fine arts, and science. Distance learning: More than two-thirds of distance learning courses were in English (34.5%), math (17.2%), and social studies (17.2%). Courses were also offered, in order of popularity; CTE, world languages, fine arts, and science.
- Respondents rated a list of reasons for offering online courses as “not important”, “somewhat important”, or “very important”. All schools that offered online courses used them to offer dual enrollment courses but only 77 percent listed it as a very important reason.
- Reasons for offering distance 75 percent of schools that offered distance learning courses offered dual enrollment and 75 percent rated offering dual enrollment as a “very important” reason.
- Barriers to offering online No schools that did not offer online courses listed a lack of interest for offering the course
- Barriers to offering distance
- Hosting an online and blended learning research community meeting on the workshop day before the INACOL Blended and Online Learning Symposium, attempting to get the word out soon for people who may make travel plans far in advance. We’ll be having some planning meetings for this event, so if you’re interested in participating and helping to plan in the effort of greater collaboration and sharing work with one another, please reach out to us.
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