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Online High School Courses Preventing Dropouts and Providing a Successful Learning Experience Fern Entrekin INTRODUCTION The impact of technology on education through computers, peripherals, software applications, and the Internet has changed the structure of the high school curriculum. Nevertheless, for all the exciting potential technology holds for education, perhaps the greatest impact will be on distance learning (November, 2001). The ability to provide any high school student with access to quality educational experiences beyond the confines of the school building is a growing reality in today’s global society. The number of high school students either needing or wanting to take distance education classes increases every day. However, the learning styles of high school students are quite different from adults. In order for teenagers to be successful distance learners and profit from the potential of anytime-anywhere learning they need specific skills. Distance learning, not developed specifically for the school where it is being used, is playing an increasing role in K-12 education. According to Durrington and West (2006), “the need for systemic thinking about how to implement distance learning effectively is critical” (p. 16). How do schools go about identifying the distance learning needs of the school and their students How can distance learning courses, developed by other institutions, best be structured for high school students What groundwork is needed for students to succeed at distance learning courses This article will present a design for an approach to effective planning for distance education that proved successful for students at one high school. Fern Entrekin, Milton Hershey School, Hershey, PA 17033. Telephone: (717) 520-2848. E-mail: entrekinf@mhs-pa.org ONLINE CHALLENGES FOR HIGH SCHOOL STUDENTS Distance education classes are an obvious solution for meeting many of the educational needs of students. However, high school students often do not have the time management skills or maturity for the Volume 4, Issue 4 Distance Learning 41
unstructured nature of distance learning (Oblender, 2002). In surveys conducted by Oblender, it was noted that even high school students academically strong in traditional classrooms were not disciplined enough to finish online courses. Student interviews and surveys administered before taking online courses might imply they have the self discipline needed; however, the success the students showed in the traditional classroom was not replicated in the online environment. Our school had a number of unsuccessful experiences with distance education classes in the past. The guidance department had tried enrolling a number of academically talented students in online classes, but the students lacked the time management skills needed to complete the courses. Our students had a 100% incompletion rate for online learning. This experience led the guidance department to believe distance education was a “bad idea for our students” (Anonymous, personal communication, September, 2003). The students were not being monitored by an adult and it was later learned the students often went for weeks without working on their courses. These students, in their traditional classes, all made honor roll. According to Oblender (2002), students attending traditional high schools are more familiar with the traditional class structure. They have not yet learned the skills needed to be self-sufficient online learners. This was the case at our school. If we wanted to utilize distance education we would need to use an approach that better met the needs of learners coming from a traditional classroom structure. ONSITE ONLINE PROGRAM DESIGN As had been learned by our earlier experiences with distance learning, just having students take a class did not make for a successful learning experience. When it was decided to try distance education for a second time, the ADDIE model (analyze, design, develop, implement, and evaluate) was used (see Figure 1). Gustafson and Branch (2002), state that an educational system is not just the students educated in the system; it is a comprehensive, all-inclusive process that includes designing, creating, analyzing, and evaluating a learning system. The ADDIE model covered all the items needed to ensure successful development of an online distance education program. It also covered many important factors missed the first time distance education had been tried. First, the needs of the learners and the school’s objectives for utilizing distance education were analyzed. Second, a program was designed that included monitoring students in online courses. Third, criteria were developed for choosing online courses that met the school’s objectives and the needs of the Figure 1. The five steps used in the design of the online program. 42 Distance Learning Volume 4, Issue 4
Page 2 and 3: DISTANCE LEARNING FEATURED ARTICLES
Page 4 and 5: DISTANCE LEARNING MAGAZINE SPONSORE
Page 6 and 7: SPOTLIGHT ARTICLE Barriers and the
Page 8 and 9: THE EMERGENCE OF A NEW ECONOMY A de
Page 10 and 11: Table 4. Rank Order of the 10 Facto
Page 12 and 13: ORGANIZATIONAL PERSPECTIVE STRATEGI
Page 14 and 15: Table 5. Solutions to Barriers to D
Page 16 and 17: Table 5. Continued Social Interacti
Page 18 and 19: management. In L. Lau (Ed.) Distanc
Page 20 and 21: compensation, incentives and releas
Page 22 and 23: Pedagogy --Course Development --Cou
Page 24 and 25: Quality in Distance Education A Tri
Page 26 and 27: ability to understand and apply tec
Page 28 and 29: CONSTITUENCIES IN DISTANCE EDUCATIO
Page 30 and 31: control and responsibility for the
Page 32 and 33: Kirtley, K. E. (2002). A study of s
Page 34 and 35: Distance Education in the Public Hi
Page 36 and 37: distance education courses and Inte
Page 38 and 39: need, in a distance education class
Page 40 and 41: Using IT-Based Distance Education f
Page 42 and 43: to participate and share and exchan
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Page 48 and 49: students. Fourth, a program that in
Page 50 and 51: independently (November, 2001). Thi
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Page 58 and 59: tional delivery. The knowledge that
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Page 62 and 63: Access to College for Nontraditiona
Page 64 and 65: coast through by quietly sitting in
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Page 68 and 69: Distance Education at the Universit
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Page 72 and 73: Figure 2. IFAS 2005-06 operating bu
Page 74 and 75: ida Division of Continuing Educatio
Page 76 and 77: Institute of Food and Agricultural
Page 78 and 79: Learning Objects What Are They, and
Page 80 and 81: Table 1. Goals of Learning Object D
Page 82 and 83: easoning as to how they are built,
Page 84 and 85: INTERVIEW The Perils and Promise of
Page 86 and 87: 4. Limiting the enrollment in dista
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Page 92 and 93: INTERVIEW Here Come the Marines! An
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Ends and Means Developing a Digital
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New Media, New Learning School for
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And Finally … continued from page
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United States Distance Learning Association

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