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Considerations for Parents
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How to research your decision
While exploring educational options such as online learning for your children it is very useful to learn as much as possible about the school, program, class, teacher, academic requirements and student support systems so you can ensure that your son(s) or daughter(s) will have a quality learning experience.
The decision to enroll your child in an online course (supplementary services) or enroll full time in an online learning school is one that must involve your entire family and support systems outside of your family unit. When a child decides to become an online learner either by utilizing supplemental services or by becoming an online learner on a full time basis they are making a decision to participate in a public education that occurs for the majority of time in a physical place other than in a traditional school building.
Online learning is a tool that can add fulfillment and flexibility to the traditional school day but is not for every student or every family. Since selection of a course may be very subjective, families can ask questions, similar to those below, to evaluate the "fit" of a program to their child.
Questions to ask when considering online learning programs
- Does the program match the student’s goals for online learning?
Be sure the program matches your goals. Consider the values and vision the school conveys on its website, literature, and communication with prospective students.
- Is your son or daughter prepared for online learning?
Success in the online classroom requires specific student attitudes and approaches to learning. Does your child have the maturity, time, workload management, and technology skills required to take on an online course?
Do you feel your child is old enough and mature enough to stay home and complete work for periods when you are not available for supervision?
- Can you provide proper supervision?
Your child will no longer be supervised during the school day by licensed teachers in a school building. Will your schedule allow for direct supervision of your child during the school hours as an online learner?
Will you be able to give him/her the support needed to ensure success, for example, supervised computer time at home or after school for work on online learning activities along with oversight, encouragement, and support beyond that which is normally required?
- What level of enrollment is appropriate for your child?
The first decision in selecting a program will involve whether your child wants to take supplemental online learning courses in addition to enrollment at the local school or will s/he be transferring into a comprehensive online school? There are both types of programs available in Minnesota as certified public school online learning providers (see enrollment options), with some programs providing both levels of enrollment.
- What types of inquiries should parents make?
As a parent, you should learn as much about this class or program as you would know about the one offered at your local school (i.e. teacher’s background, prerequisites, syllabus, workload, credit, and transferability options).
Find out if there is a public evaluation of this course or teacher that can be reviewed. Ask if there is a sample lesson that can be accessed with class readings, assignments, assessments, or examples of teacher/student communication.
- Would self-paced, individualized or instructor-led, cohort-based online classes be better for your child?
Self-directed courses generally allow flexibility to start the class at variable intervals and allow the student to work individually with the instructor. Instructor-led courses are more structured and deliver the material in a progressive sequence, guiding the learner to complete the course. Generally a group of students take the class at the same time, interacting with each other as they progress through the semester.
- What information can the school give you about student achievement?
Does the program or school measure academic growth in other ways than standardized tests (such as enrollment in advanced classes, course completion rates, opportunities for civic engagement, internships or work experiences with professionals in the community) or offer opportunities to display and honor student achievement?
Students who are most successful are those students who have completed homework at home on a consistent basis in a traditional seat-based program, have encouraging supervision at home, have a positive attitude about school, and are conscientious and persistent in accomplishing goals. If your child doesn’t have these attributes prior to registering in the online learning program, what will the school do to help acquire the proper approach to online learning?
- Can I provide the technology requirements for online learning?
Does your child have ready access to computers, internet connections, and other resources necessary for taking a course online? Will the school provide adequate access and support?
Does your child have the internet and technology skills required to be successful in the program? If not, can the online learning program provide the training and orientation to use the technology effectively for student success?
Online learning classes reside within a secure learning management system (LMS) on the web. This enables a student to log-in to a class web site that is set up just for the teacher and other students in the class and contains instructional materials, interactive online learning environments, online resources, the class syllabus, and schedule and class assessments.
How does the learning management system look? Is it well maintained? Is it clear to navigate? Are you able to see a sample lesson or access the class outline? Do you understand the online components of the course? If access to the learning management system is unavailable is there a back-up plan for the student to continue in the course?
- How do instructors interact and communicate with students?
Does the instructor have a positive attitude toward students? Is there a clear expectation for regular communication with and in response to students in the class? Do you and your child feel comfortable in the way in which teachers and school staff interact online and through other means of communication with the students?
- What student support is provided?
Some online classes come with student services like tutoring, reference links, library access, mentoring, writing/math labs, technical assistance, and other resources to help the learning process. Am I able to access counseling, guidance, and technical support services your child may need as a participant in an online course?
- How is academic planning facilitated?
All online courses taken from certified public school providers can be applied to grade progression and graduation at enrolling public school districts. How does the program work with your enrolling school to provide continuous academic planning? Do all the courses you plan to take through online learning match your academic plan toward grade progression and graduation? If your child were to transfer back to a seat-based resident school, how will the courses and credits apply to requirements towards grade progression and graduation?
- What special features or partnerships are offered by the school?
Does the school have a special curriculum, like International Baccalaureate (IB) or Advanced Placement (AP) curriculum, or Core Knowledge. Is there special focus to curriculum and instruction such as environmental students, project-based learning, or language immersion? If so, can educators explain the school's focus, and describe what type of person excels in such a program? Does the school have any special opportunities for learning, based on cooperation with the community or business groups? How long have these programs been operating?
- Is feedback to families sufficient?
How often do educators communicate with families to share information about their students? Does the school give periodic academic reports to students, parents and enrolling districts? Are there opportunities for parents/families to conference with teachers, support personnel and/or program administrators? Do you know how to contact the online teacher with concerns or questions?
- What are the special features of the school?
Does the school have a special curriculum, like International Baccalaureate (IB) or Advanced Placement (AP) curriculum, or Core Knowledge. Is there a special focus to the curriculum and instruction such as environmental students, project-based learning, or language immersion? If so, can educators explain the school's focus, and describe what kind of young people seem to do especially well in such a program? Does the school have any special opportunities for learning, based on cooperation with the community or business groups? How long have these programs been operating?
- What about family involvement?
Does the school encourage family involvement by giving families ways to communicate and interact with the program/school? Is there a parental rights and responsibilities statement (or family/student compact statement) pertaining to online courses?
- How often do educators communicate with families to share information about their students?
Does the school give periodic academic reports to students, parents and enrolling districts? Are there opportunities for parents/families to conference with teachers, support personnel and/or program administrators? Do I know how to contact the online teacher with my concerns and questions?
- Are graduate and family surveys available?
Has the school surveyed its graduates and its families? If so, what do graduates and families say are the strengths and areas where the school should improve? Has the school used these surveys to improve its program? If so, how?
- Does the school offer extracurricular programs?
Does the school offer extracurricular activities? Which, if any, are available? If the school is a charter school, is there precedent for agreements with the local district to participate in local extracurricular activities?
The Minnesota State High School League has ruled that those students open enrolling in an online program at a school district at a distance may participate in extracurricular activities at the local level.
If the student is taking courses through online learning to supplement their local school enrollment, they can participate in activities at their local school.
- How does the online course impact your long-term goals?
If you plan to attend college or enter the workforce or military, how do these institutions or organizations view your academic credit and/or diploma? If you plan to play athletics in college, do your high school courses meet NCAA approval? Be sure that your efforts in your online program are properly aligned with your future goals.
Sources:
Center for School Change, Choosing a School
How to evaluate e-learning and online courses
National Education Association, Guide to Online High School Courses, 2002
Questions to Ask When Deciding on an Online Learning Program
Page last updated in August 2008.
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K-12 Online Learning
