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Case Study: Regina Daigre, EOCS7450 University of Georgia

ILSSC Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.

Case Study: Increasing Student Achievement and Decreasing Attrition in the Online Academy

Problem: Developing a process to increase student achievement in online courses.

Key Issues/Questions:

1. How can facilitators increase the student achievement in the Online Academy?
2. What strategy(s) can be implemented to decrease the dropout rate in online courses?

Description of the Situation:

This is the second year of implementation of online courses for high school students in the school district. There are six high schools in the school district. Although there was a high failure rate, district administrators decided to continue the program.

Dr. Asynchronous is requiring all GA Virtual School Facilitators to develop a process to increase student achievement in online courses. In addition, the facilitator must develop a process to retain students in the program. Dr. Asynchronous, Assistant Superintendent of Instruction, is allowing each high school to enroll up to 30 students per semester. The facilitator can schedule a “0” Period or “7^th” Period or place up to five students in an online class during each class period. If the student takes an online course between 1^st and 6^th Period, the student can use a computer in the Media Center, Guidance Office, are Computer Lab. At no time should the student sit in a regular scheduled classroom to participate in the online course. This would be too much of a distraction for the student.

ACCOMPLISHED

Analysis and Solution:

Dr. Cyberspace, the Georgia Elearning Facilitator at Elluminate High School, has developed a plan to recruit elearning students and ensure success for the students. The facilitator, guidance counselor, and instructional lead teacher decided to use the test scores and final grades of past Elearning students to identify weak and strong objective areas. Data will be disaggregating according to course, length of course (Block or Quarter or Year), the number of hours the student spends on the course during school, and the number of hours the student spends studying for the course outside of school time. A survey was conducted with past students to determine causes for failures and dropout. According to the survey, students were not very knowledgeable of the WebCT course tool. Many were afraid to ask questions in an online format. Students dropped the courses because of frustration and a lack of support to be successful in the program.

Dr. Cyberspace held an orientation for all students interested in an online course. He visited all English classrooms prior to registration. A PowerPoint presentation was shown and an online assessment was conduct for all students who were interested in the Online Academy.

To improve the use of the WebCT platform, Dr. Cyberspace conducted a WebCT Training Seminar for Elearning students to teach them how to use the course tool. Students were taught how to create messages using the discussion, send and receive email, and utilize all of the features of WebCT. Students were encouraged and motivated to be successful online students. An award system has been put in place to reward students for good elearning study habits and success. A mentor has been assigned to each student. After the WebCT instruction, students will be ready to logon to their classes to receive instruction from their Elearning Instructors.

To ensure all students have access to a computer during the school day, Dr. Cyberspace has created a “0 Period” that begins at 7:45 a.m. Monday-Friday. In addition, students are able to swap an elearning class with a regularly schedule class between 1^st Period to 6^th Period. At the beginning of each week the, Dr. Cyberspace obtains feedback from the Elearning Mentors to monitor the progress of each elearning student. Each student submits a printed copy of their progress report from their online class. Students who are not passing will have to identify causes for them not meeting the desired expectation. Materials will be provided for all students for ongoing maintenance so that the students do not forget what they have learned. Students who are meeting the expectations will be rewarded.

To increase study time, two 40-minute tutorial sessions will be available for the elearning student daily before and after school. A mentor works with the student on areas that were not mastered in their elearning subjects. The cycle will be repeated throughout the semester to ensure effective teaching and learning.

At the end of the semester, Dr. Cyberspace conducted a student survey for online learning. The results of the survey showed students’ perceptions of online course had changed dramatically. Students were more comfortable with the WebCT platform and spent more hours studying for the course. By the end of the semester, the average score was 78%. In addition, there was a zero percent dropout rate.

RUDIMENTARY

Analysis and Solution:

Just ten miles away, Mr. Synchronous of Floppy Drive High School, decided he would take the responsibility to be the facilitator for the school year. However, Mr. Synchronous motive for taking the responsibility was not pure. He decided to take the responsibility because the position was an extended day grant and he could use the extra money.

Despite the directions from the assistant superintendent of instruction, Mr. Synchronous did not develop a plan to improve student achievement nor did he attempt to find out why students dropped online course the previous semester. Mr. Synchronous decided to enroll any and everyone who was interested in taking an elearning course. He instructed the students they could take the course at home if they had a computer with Internet access. In addition, the students were allowed to sign-in and out but did not have to stay for the online class that was schedule for “0” Period.

At the end of the semester, Mr. Synchronous did not have very much documentation to submit for his final report for the program. He can cut corners throughout the entire semester to make his job easer. Also, he felt as though he was giving the students a break. When grades were submitted by the online instructors, Mr. Synchronous had an 85% failure rate and a 15% passing. The students who were passing just happened to be self-motivated and made every effort to complete their work. In the end, Mr. Synchronous was not recommended to continue as a GA Virtual School Facilitator.

COMPARISON:

In the situation with Dr. Cyberspace, the facilitator executed a total quality management process to include planning, doing, checking, and acting. The facilitator was very motivated and wanted to implement a program that would meet and exceed the expectations of the assistant superintendent of instruction. Dr. Cyberspace including teachers, counselors, and the instructional lead teacher to build a team to get the job accomplished. The students benefited from having individual mentors. The WebCT training was very effective. There was collaboration and team work in this situation. The outcomes of the program were accomplished.

The second situation involved someone who was in it for himself. Mr. Synchronous was not motivated; therefore, he could not motivate the students to be successful in the program. Because of his lack of enthusiasm and work ethic, the program was not very successful at Floppy Drive High School.

Guidelines:

1. Successful online program that ensure student achievement must have a guiding vision and someone who is interested in executing the vision and mission for the program.

2. Outcomes should be established at the beginning of the program.

3. Facilitators should be chosen wisely.