November 2004 — Exclusive
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Guidelines for Selecting Quality K-12 Online Courses
They need to provide interventions for failing students and develop administrative grading reports (Thomas 2003). Potential online teachers must be aware that it takes up to two-and-a-half times longer to teach an online course than it d'es a face-to-face course due to the time spent communicating electronically, according to Liz Pape, CEO of Virtual High School (NASBE 2001). My own experience teaching online confirms that observation.
Student Roles
Before enrolling, can students determine if they are good candidates for online learning?
Online learning is not for every student. Students must have regular access to computer hardware and software that is appropriate for online learning. An online questionnaire and perhaps a sample online learning experience should be available to help students determine their learning style and if online learning is right for them (Russo 2001). For example, Gwinnett County Public Schools Online Campus (www.gwinnettk12online.net) and The University System of Georgia provide such online readiness tools.
Students should understand that those who tend to be successful have strong organizational skills; are highly motivated to learn; have good reading, writing and computer skills; and are not afraid to ask questions (NASBE 2001). According to Meyer (2003), there is evidence 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.
Assessment
Are assessments authentic, formative, regular and summative? Do they guard against cheating?
Online testing and creating valid assessments are issues affecting quality. In support of UDL, the National Research Council and the
Faculty from the North Carolina Community College System had several suggestions to guard against cheating. Teachers should publicize content, format, rules and honor codes to students in advance. They should use test questions that require students to apply knowledge, and they should only use memory-testing questions to facilitate student progress. They should use software with test administration features, design alternate forms of the test, set a reasonable time for test completion, learn the writing style of students before testing, and use questions that require personal details from students. If security is an issue, consider local proctoring. Above all, online teachers should regard every test as “open book” and an opportunity to view assessment to not only measure learning, but also to serve as part of the learning process (Hollands 2000).
