Internal and External Indicators of Virtual Learning Success: A Guide to Success in K-12 Virtual Learning

Today, many states offer virtual school options for K-12 students, and enrollment in virtual classes is growing significantly and steadily. The benefits of virtual learning include flexibility of learning from any place at any time. This accommodates students whose schedule, lifestyle, or location may not work well with traditional, face-to-face schools and schedules. All of this, along with the research indicating that online learning is as effective as face-to-face learning makes virtual learning appealing. However, success in a virtual learning environment is not a given for all K-12 learners. Numerous factors indicate a student’s ability to succeed in virtual courses. These success indi cators can be categorized as internal or external to the student. For example, internal indicators include a student’s motivation or time management skills. Parent involvement and expectations of the instructor are external to the student. Internal and external indicators of virtual learning success can assist parents and students assess whether virtual learning is a good fit. This article discusses these indicators along with providing an overview of virtual schools and their benefits.

Virtual schools use the Internet or other technology, such as video (Barbour, 2006), to offer programs or activities. Virtual education is a form of distance education and the terminology “virtual school” is commonly applied to K-12 learning (Clark, 2001). Virtual schools offer web-based courses and activities either synchronously or asynchronously. Synchronous activities are real time communications between students and teacher. In contrast, an asynchronous approach to distance learning is evident when course content is accessed by students at different times (Cavanaugh, 2007; Simonson, Smaldino, Albright, & Zvacek, 2011).

Virtual schools offer two types of courses: fully online courses or blended courses (Picciano & Seaman, 2009). The difference is how the content is delivered. A course where most or all the content is delivered online is referred to as a fully online course. A blended course mixes the delivery of content with face-to-face delivery and online delivery. However, a greater portion of the course is conducted online (Picciano & Seaman, 2009).

Enrollment in online courses has increased significantly over the past few years (Allen & Seaman, 2010; Weiner, 2003). More specifically, enrollment in K-12 virtual classes grew tenfold between the years 2001 and 2006. In 2008, it was estimated that over one million students were enrolled in online courses (Picciano & Seaman, 2009).

Virtual school initially began with high schools. Currently, virtual courses are being offered throughout all grades (K-12). More than half of the states in the United States have K-12 distance learning, and the Internet is the main form of course delivery (Cavanaugh, 2007). Today, virtual school is being mandated in some states, including the state of Florida (Cowan, 2009; Simonson, 2008). Simonson (2008) explains that these states now mandate each school district to create a virtual school open to all K-12 students, not just high school students. There are various K-12 virtual schools available: online public schools, online charter schools, and online private schools. Virtual schools provide opportunities for students to take courses from anywhere and at any time.

The benefits of online learning vary. Online students enjoy benefits of learning at their own pace and the flexibility of learning anytime and anywhere. This allows online students the freedom to arrange their study time to accommodate their social and work commitments (Mupinga, 2005). Twenty-four hour access to virtual courses allows students to learn when they are most ready to learn (Brenner, 2007). For students who are pursuing sports or other extracurricular activities, online learning allows them to devote their days to training and evenings to their coursework.

Online learning also accommodates rural students, disabled students (Mupinga, 2005), and home school students. It is also beneficial for those students who are sick or hospitalized. When traveling to school is prohibitive or costly, virtual schooling offers the flexibility of learning from the learner’s home or from the hospital room.

Additionally, virtual classes also provide alternative options to students who need or want to take a course outside of their face-to-face course schedule. For example, sometimes a student needs to make up a class that he or she failed. An online version of the course can be taken for credit recovery. In other cases, a student may want to take classes not offered at their school, like an Advanced Placement course, or may require additional tutoring for a class. In these cases, virtual schooling can be an option for the K-12 student. Overall, for students who require non-tra-ditional school schedules, virtual schooling can be a good option.

Distance learning effectiveness is comparable to traditional face-to-face learning (Simonson, Smaldino, Albright, & Zvacek, 2011). However, not all learners are successful in a virtual learning environment. Some students who are new to a virtual learning environment may find it overwhelming. This is because of their lack of experience in an online environment and not having the attributes to be successful online. Learning can be impeded, and a feeling of separation can increase as new students lack experience in forming their online identity (Stein, Wanstreet, & Calvin, 2009). This can create a feeling of isolation for new online learners. One crucial factor in a virtual course is the physical separation between the learner and the teacher. In essence, effectiveness of distance education is inextricably tied to the readiness and ability of the student to overcome the distance and successfully learn and complete assignments using technology. With this in mind, indicators for success in virtual learning are discussed further beginning with indicators that are internal to the student.

For adolescents, motivation is a key to success not only in a face-to-face learning environment, but also in online courses (Weiner, 2003). When students are committed to their academic goals, learner motivation develops (Azaiza, 2011). Motivation is a crucial factor to the other success components in distance education, such as time management and active participation. In addition, when students independently and voluntarily choose to enroll in a virtual course, the completion rate is higher than those who are forced to take that course (Ronsisvalle & Watkins, 2005). Unfortunately, adolescents may not have a choice in their course enrollment (Simonson et al., 2011). Therefore, their self-motivation needs to be taken into consideration prior to enrolling in a virtual course. Commitment and support are important for motivation. Those students needing motivation will require support and encouragement to build or sustain their motivation as they venture into their new world of virtual learning.

Interaction among peers, support of technology, and support of the teacher heavily influences learner’s motivation (Weiner, 2003). According to Azaiza (2011), motivation also happens naturally when one’s basic needs of health, food, sleep, confidence, and having self-esteem are met. Weiner’s (2003) study revealed that motivational factors are the main ingredients to online learning, which can help determine, with a great degree, a learner’s success.

One of the benefits of virtual learning is flexibility. Students are able to access course content, collaborate, and work at their own time and location of preference. However, this can be detrimental to those students who have not developed effective time management skills. Students must take responsibility and learn how to balance their other priorities (Stein et al., 2009). Creating a schedule and setting goals is the first step in time management.

Students are encouraged to remember that due dates are closer than they appear. Additionally, virtual courses require more time and commitment than traditional face-to-face courses. Therefore, it is recommended that students dedicate between 6-10 hours per week for each course. A schedule is useful to track when assignments are due. Once a schedule is created, the student should use their study time effectively. Adhering to a schedule is crucial for timely completion and submission of assignments.

Goal setting is also useful in time management. Following directions and understanding teacher expectations will aid in setting goals. Directions for the course, assignments, and activities will be provided in the course syllabus, and expectations should also be found there. Parents can assist students by reviewing directions, rubrics, and assignment expectations with students. From here, students can set goals. By setting goals, one should start with the end in mind. Short-term goals and long-term goals should also be included in the schedule.

The separation between the teacher and learner in a virtual course requires students to be more self-directed. In an online environment, learners do not have the benefit of a teacher over their shoulder encouraging or reminding them to complete assignments. Instead, an online learner must plan for study time, referring to the course syllabus or their schedule to stay on track. The must also initiate conversations with peers and the instructor for clarification on assignments or completion of activities. Students in an online learning environment should be encouraged to be more independent and resourceful (Palloff & Pratt, 2007). Weiner (2003) stated, “online education has the power to teach students to become independent learners” (p. 47). Anderson (2007) mentioned that autonomy has been found to increase for distance learners over time. In effect, independent learning influences a learner’s successful completion of a course.

A learner in a virtual learning environment accesses the course content, communicates, and completes assignments on his or her own time. Learners are in charge of their own learning and participation. The virtual learner is responsible for taking ownership of time management, being an independent learner, actively participating, staying motivated, and learning the technology skills necessary to be successful in a virtual environment. Parents can assist learners in fostering some of these habits, but in the end, it is the responsibility of virtual learners to take ownership of their own educational success.

Active participation is important to a virtual learning environment. Successful students are active and involved in building their own knowledge in an online environment (Palloff & Pratt, 2007). Active online discussion helps students learn from each other. Social interaction between peers in an online environment is as important as in a face-to-face environment (Weiner, 2003). Stein and colleagues’ (2009) review of the literature revealed that as online discussion increases, the feeling of separation decreases. Since learners are unable to see visual cues, having dialogues helps learners express themselves in discussions (Brenner, 2007). The online learner’s active participation can lessen the perceived distance by communicating with peers and teachers frequently. This also helps to overcome the feeling of isolation.

Communication can be done via online discussion boards, e-mail, telephone, Skype, instant messaging, and any other forms of communication tools available. Students should take full advantage of the various types of communication tools, and effectively use them to create their presence in a virtual environment. As students become more comfortable with the communication tools, their need for support from peers increases, and the amount of support they require from their instructor decreases (Stein et al., 2009). Communication between others in a virtual course is viewed as the main component for reducing chances of misunderstanding (Stein et al., 2009), and builds relationships.

It is very important that parents encourage their children to develop academic integrity through use of their own effort. It is only natural that parents would want their child to be successful. However, parents must remember that their child is the one who is enrolled in the course. Assignments and work must be the student’s own effort.

Plagiarism and cheating are the two forms of academic integrity violations (Florida Virtual School Academic Integrity [FLVS], n.d.). Cheating and plagiarism are a growing problem, especially with readily available access to content online (Simonson et al., 2011). Cheating is being deceitful and dishonest. Plagiarism is using someone else's work as one’s own or using someone else’s work without crediting the author (FLVS, n.d.; Simonson et al., 2011).

When using technology and media, students should know and understand the copyright guidelines and any ramifications. Because retrieving information from the Internet is easy, students may be tempted to copy and paste the information found online and submit an assignment that is not their own words (Smaldino, Lowther, & Russell, 2008). Information on U.S. Copyright Law can be accessed at http://www.copyright.gov/title17/. Parents and students should also review their virtual program’s policy on academic integrity or academic misconduct.

Roblyer and Marshall (2003) stated that students in online courses should have adequate access to computers and online resources along with the skills to use those resources. Access to the Internet is crucial as many courses are accessed via the Internet. In addition, students often need access to the Internet to perform research for projects and papers. While some virtual schools loan computers to their students and subsidize Internet access when needed, others do not. Therefore, understanding the technology requirements of a virtual course and the technology resources that a virtual school can offer will be critical to a student’s ability to successfully access the course and course materials. An example of technology requirements for virtual schooling can be viewed at the Florida Virtual School’s website: http://www.flvs.net/areas/flvscourses/Pages/HardwareRequirements.aspx.

Once a student’s access to the necessary technology is assessed, the student’s ability to use the technology and navigate the Internet should be evaluated. Virtual learners may experience difficulty and frustration if they lack strong technical skills needed in a web-based learning environment. Hence, students need to have or build those skills necessary to be successful in a virtual course (Mupinga, 2005). Many assessment tools that determine a student’s readiness for virtual classes often include questions about computer access and skill level.

According to Ronsisvalle and Watkins (2005), assessing a student for evidence of the skills necessary to succeed in distance learning should be a parent’s first step. Diagnostic tools like the Learning and Study Strategies Inventory (Wang & Newlin, 2002), the Online Student Readiness Self-assessment (Watkins, Leigh, & Triner, 2004) and the Educational Success Prediction Instrument (Roblyer & Marshall, 2003) are all examples of questionnaires that have been developed to gauge these skills. These assessments help to determine a student’s technical skills, learning style, level of autonomy, locus of control, and other skills necessary for distance learning. Some online programs like the Florida Virtual School, Kentucky Virtual School, and Illinois Virtual School offer questionnaires to help parents and students determine a student’s readiness for online learning (Ronsisvalle & Watkins, 2005).

Parents are the most important teachers to students. Students are more likely to benefit from a virtual course if their parents are active in their virtual learning process. Parents should support them by committing time and effort to help in their success (Cowan, 2009) and can support students in understanding directions for completing assignments and by providing feedback. In virtual courses, parents are able to view their child’s progress in the course, and view the teacher’s comments to the child. Parents can expect to spend between 3-5 hours each day to provide support towards their child’s education, especially in the lower grades (K-6). As students grow older and develop maturity and independence, the time parents spend supporting students generally decreases, and eventually dissipates once students reach high school.

Students should be aware of their teacher’s expectations. To do this, students should become familiar with the course syllabus, how the course is structured, assignment deadlines, and how assignments are graded. Learners also expected to create a dialogue, not only with their teacher, but also with their peers. This is crucial since there is little or no face-to-face interaction. Instructors rely on communication tools and technologies to build personal relationships. They also expect students to ask questions and gain clarification on the material and assignments. Overall, a student’s knowledge of how often an instructor expects a student to be online, post discussions, and turn in assignments is important for a student’s success.

The way a course is organized, planned, and delivered can be examined for alignment with the needs of young learners. Parents should look for courses that build in frequent communications with the teacher for both parents and students. Courses should be divided into very short modules that lead to mastery of a skill. Furthermore, acknowledgements for student success should be built into the course (Bedard & Pipes, 2006).

Effective virtual learning environments require a student-centered atmosphere where learners collaborate to explore course content (Palloff & Pratt, 2007). Therefore, activities that build a community of learners should be present in virtual courses. Activities such as discussion posts, online study groups, and collaborative projects are considered to lead to successful work in an online course. Paloff and Pratt (2007) emphasize the inclusion of collaborative activities and those that build a community of learners as significantly important for an effective online course. Additionally, a course should be meaningful and have a structured learning environment that gives students the opportunity to become independent. A structured virtual course should include clearly stated teacher expectations, a syllabus that outlines the course, a study guide, due dates of homework and assignments, and activities that promote critical and higher-order thinking (Weiner, 2003).

K-12 virtual schools have grown significantly over the past 10 years (Picciano & Seaman, 2009) with no significant differences in student achievement compared to traditional brick and mortar schools (Simonson et al., 2011). Although the literature shows continued growth in virtual learning (Allen & Seaman, 2010), distance education is not for everyone. However, some indicators are attributed to student success in virtual courses. Some indicators are internal to the students, while others are external to the student. Internal indicators include learner motivation, time management, independent learning, learner responsibility active participation, and academic integrity. Another main indicator of success in a virtual environment is a student’s access to and comfort with technology.

Many K-12 learners use the Internet and have experiences with technology. However, a successful virtual learner must have access to distance education technologies and be able to actively participate online. Students should feel comfortable communicating using various technologies, and be assertive in seeking help when needed. Most virtual school websites provide a readiness check to help parents and students make a decision about whether to take a virtual course (Simonson et al., 2011). Although the various readiness assessments are not the same, they share some areas of focus: “technical skill, study skills and motivation, and learning styles” (Simonson et al., 2011, p. 341). This assessment assists in identifying not only a student’s technical skill level, but also his or her overall ability to succeed as a virtual student. While comfort with technology is internal to the student, access to technology and the Internet is external. Other external indicators to a student’s virtual learning success include parent involvement, instructor expectations, and effective course design.

Parent involvement, the instructor’s expectations, and effective course design are also important indicators to a student’s success with virtual classes. Students’ virtual learning process is more likely to be positive when parents are actively involved with their virtual education. Before a student enrolls in a virtual course for the first time, it is recommended that the parents and student obtain information about virtual learning and attend an orientation if available. In this way, parents and students will understand what is expected by the instructor. It is also advisable for parents and students to evaluate the level of teacher support by knowing how often instructors will be available to students. Along with this, effective course design and collaborative activities are crucial to an online learner’s success and in building independent learning skills. Parents and students can examine course design for these elements, especially if virtual schools offer a trial period to check out a course.

Student achievement in virtual classes is dependent on the student being self-moti-vated, exercising good time management, and other skills discussed here. The presence of these skills represents internal indicators that lead to success in virtual learning. However, there are external factors that also impact the success of the learner. These include parent involvement, access to technology, and effective course design. All together, knowledge of both internal and external success indicators can assist parents and students in deciding if virtual learning is an appropriate choice.