AERA 2010 – Online Distance Education In Rural High Schools: Expanding The Role Of The On-Site Facilitator

The second session on K-12 online learning that I had outlined for Monday at the AERA 2010 conference was:

Scheduled Time: Mon, May 3 – 10:35am – 12:05pm Building/Room: Sheraton Denver / Grand Ballroom Section 2
In Session Submission: Rural Education SIG: Roundtable 7

Online Distance Education in Rural High Schools: Expanding the Role of the On-Site Facilitator
Authors: *Julie Thompson Keane (University of North Carolina – Chapel Hill)
*Matthew J. Irvin (University of North Carolina – Chapel Hill)
Claire de la Varre (UNC-Chapel Hill)
Wallace Hannum (University of North Carolina)

Abstract: The main objective of this study was to provide a richer and more detailed understanding of facilitators’ experiences and explore the effect of an intervention to improve the support facilitators provide rural students taking an advanced online course. Little research has examined key factors in online distance education, how to improve outcomes, or has involved rural secondary schools. This is noteworthy as dropout rates are typically higher in online courses and rural schools more often use such courses. We identified important themes and experiences in facilitators’ role that may inform future practices and began to clarify the effect of our intervention. Additional findings and connections between results, the intervention, and support for rural youth in online courses will be provided.

Like the previous session, I was presenting while this session was happening (and I’ll be making a podcast of this second Monday roundtable of mine too) – but as luck would have it these folks were presenting in the same session, so we were at the same table.

This paper was a part of the larger study that Matt and his colleagues have been doing at the National Research Center for Rural Education Support in North Carolina. The project was looking at the training of school-based facilitators who were supporting virtual school students at rural schools. In the quantitative data, they had found that in the control group (i.e., where facilitators weren’t trained) there was a 70% drop-out rate, whereas in the treatment group (i.e., where facilitators had received their training) had a drop-out rate of only 40%. This particular paper focused on the qualitative data they have been collecting.

One of the main themes that came out was the rigor of the courses – particularly the Advanced Placement curriculum, which essentially scared the students out of the courses.

Another one of the main themes related to the facilitators positive views towards the scenarios that the NRCRES developed. Essentially these were cases that focused on issues that students might experience in a virtual school environment to help prepare the teachers for what their students might have to go through.

A third theme was the students concerns with their grades. As many of the students were the higher achieving students, they did not want anything that would potentially jeopardize their academic standing within the school and for their educational futures.

Another issue that came up related to notions of time management and helping students develop strategies for better structure and managing of their time.

Finally, there was a theme related to the benefits of virtual school – which was primarily related to the ability to enroll in some of these advanced-level or Advanced Placement courses that had never been offered at their local schools. There were also some comments related to personal growth, preparation for potential online studies they might have to take in post-secondary.

Note that the first session from this morning will be back dated later this evening or tomorrow, as soon as Kevin sends me his paper.

Also note this entry is crossposted as AERA 2010 – Online Distance Education In Rural High Schools: Expanding The Role Of The On-Site Facilitator at the AERA Rural Education Special Interest Group blog.