January 2007 — News
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Should States Mandate Online Learning?
In Keeping pace with K-12 online learning: A review of state level policy and practice, Watkins and Lewis (2006) reported, "As of September 2006, 38 states have either state-led online learning programs, significant policies regulating online education, or both." (p. 6). In 2006, "Michigan passed a law creating an online learning experience requirement for high school graduation" (p. 7). Michigan Merit Curriculum Guidelines (2006) indicate "Students must take an online course or learning experience or have the online learning experience incorporated into each course of the required curriculum beginning with the class of 2011" (p. 8). I have a concern about any state or education institution mandating online learning for any education level.
According to those Guidelines (2006), an online learning experience will require students "to complete assignments, meet deadlines, learn appropriate online behavior, and effectively collaborate with others in an instructional setting" (p. 1), which sounds good. In response, Michigan Virtual High School (MVHS), the leader of Michigan’s online education endeavors, created an online career development course that will be available to all students in the state. MVHS has a number of online courses and formats to help students meet the requirement.
Recommending and requiring are two different things, however. Even the National Education Technology Plan (U.S. Department of Education, 2004) just includes a recommendation that states, districts and schools "provide every student access to e-learning." So, I am wondering about the decision making in Michigan, despite reasons given on why that legislation was passed. These included that online courses have the added advantage of promoting 21st century skills valued in professional careers (getting online, using email and discussion boards for communication and collaboration, locating information using the Internet) and global citizenship. While I agree with that statement and understand the intent of the law, how does the nature of learners themselves and the learning process impact implementation?
The whole point of using technology in instruction, either via virtual courses or classrooms or Web-enhancements to face-to-face classroom instruction, is to strengthen education and provide additional learning opportunities to meet the needs of all learners. However, not all learners are successful in the online environment. Even some of my master’s and doctoral students have voiced concern that online learning was not for them, despite the convenience of accessing their courses from wherever and whenever they choose. When Katrina Meyer, who was teaching at the University of North Dakota in 2003, commented on learner differences in "The Web's Impact on Student Learning" ( http://thejournal.com/articles/16350), she stated that a student with a visual learning style or an independent behavioral type might do better in a Web environment than a student who is aural, dependent, and more passive. Online learning will work as well as other forms of education for good students but may not work as well for students who struggle because of a lack of motivation or self-confidence. Should we expect otherwise for high school learners?
