Introduction

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Nate Savage, Rosemary Fecteau, Kate Stroman Dorothy Small CT 594 Blogging in the Classroom 17 May 2010  Online Learning in Public Schools: The Pros and Cons, What Works and Doesn’t Work 

Distance learning is not a recent conception. People have long sought the ability to learn at their convenience. One hundred and twenty years ago, the University of Wisconsin offered agricultural courses to farmers via the mail. Universities in England offered courses through the television in the 1950’s (Silverman). Online advanced placement classes for high school students began appearing in the late 1990’s, and the convenience and diverse opportunities of online learning suggest a bright future in the United States. Virtual schooling will not be accepted without confrontation, however. Advocates for online learning programs face legal, technical, funding, and philosophical obstruction (Silverman). **Despite these theoretical and logistical challenges, online education offers flexible opportunities for all learners.**

First, the hurdles to virtual learning must be acknowledged. Many states have legal “seat time” requirements that link credit to actual time in the classroom. Furthermore, online learning leads to problems with state per-pupil funding formulas (Silverman). A student of one district who takes online courses through another district complicates funding methods. Advocates for online learning encounter “traditional measures” (Silverman) such as these that impede progress. Of course the funding of virtual high schools themselves, and the associated technology, is an enormous challenge. Establishing and maintaining technology necessary for online learning is another obstacle, especially in poor districts. Perhaps the greatest barrier to the success and widespread implementation of virtual learning, though, is the trepidation and mistrust felt by teachers, unions, and policy-makers. Jamie Horowitz, a spokesman for the American Federation of Teachers says that a critical part of learning “is interacting with other students in real-world, real-time scenarios" (Silverman). Online learning will not suit every student, and those with motivation and written communication challenges will struggle. The National Education Association published findings showing that “a lack of interaction with both faculty and other students can decrease motivation and responsibility” (“The Promise”) in distance learning environments. Indeed, The Chronicle for Higher Education published a study showing that “only half of the online students used all materials available” and most students “spent zero to three hours a week” (“The Promise”) studying or preparing for class. Finally, there are also questions about the lack of rigor and quality found in some online classes. Educators must certify “that any virtual class material meets that state's curriculum guidelines” (Silverman). Clearly then, the impediments to online learning are significant and many. Nonetheless, the majority of students stand to gain from the inclusion of virtual learning opportunities in their educational program.

Indeed, it would be impractical to ignore the convenience and availability of diverse virtual learning opportunities. Interest in virtual learning is gaining traction in even the most elite of schools such as eCornell, Duke University, and the London School of Economics (Neal). Proponents of online learning argue that their programs bring unique offerings to school systems that would not otherwise have access to them. For example, Missouri State University now offers math and science programs to nearly 150 rural high school students, who would otherwise not have the credits needed to gain admittance (Silverman). Florida’s online schools, launched in 1996 with 50 students and three courses, now serve 6,000 students in 60 courses with a budget of $6.2 million (Silverman). Home-schooled students, in increasing numbers, also benefit from the availability of educational opportunities online. In answer to the criticism that virtual learning negatively impacts students’ social development, proponents argue that most students’ social networks exists beyond school, either through extra-curricular activities, church and family traditions, and sports and hobbies. Furthermore, Virtual High School, a nationally accredited non-profit corporation that offers online education and professional development, argues that its students “feel more comfortable expressing themselves in online VHS class discussions where disability, social status, racial and even gender differences are not as evident” (“Why Virtual”) as they would be in traditional classes. It is obvious that online learning opportunities will change the look of public education in the years to come.