A new report from the American Federation of Teachers (AFT) recommends a broad set of guidelines for ensuring successful instructional outcomes in the evolving realm of online education.
The report, released Jan. 17, outlines a set of “quality standards” for distance education programs at the college level. It calls for, among other things, clear standards for content, technical support and counseling for students, protection of intellectual property rights, and proper training for faculty.
But AFT officials believe the standards can–and should–apply to online programs at the K-12 level as well.
“Distance Learning Guidelines for Good Practice” is based on a survey of AFT members who teach distance-learning classes, as well as previous studies by the union and a resolution at AFT’s last convention. The report includes the following recommendations, among others:
According to AFT spokesman Jamie Horwitz, “Distance Education Guidelines for Good Practice” is the result of member cooperation and outside research at the AFT.
Four years ago, the group commissioned a research project on distance education from the Institute for Higher Education Policy at the request of AFT members who wanted to learn more about the subject.
“Essentially, we wanted to look at distance learning in a very open-minded way, and what we found was that there was a dearth of research available,” Horwitz said.
The study found that some classes lend themselves to distance education more easily than others, he said. The AFT resolved to provide some guidelines to help educators successfully implement online learning programs.
“While online and distance learning are, in general, good options for taking a particular course or set of courses, this does not automatically mean that it is acceptable for an entire undergraduate degree program to have no in-class component,” said AFT President Sandra Feldman.
And this goes for the K-12 level, too, Horwitz said.
“Higher education foreshadows what may come along in K-12. Our members still advocate some in-person education at the undergraduate level, and I think they would feel even more strongly about the necessity of that for K-12 [education],” he said. “We believe the lower [in grade level] you go, the more you need real human interaction.”
The AFT tempers its praise for distance education with some real-life concerns about the benefits of educational programs offered entirely online. Large-scale, all-online K-12 institutions–such as the newly announced K12 Online School, led by conservative William Bennett–may not be right for every student, officials said.
“Is it really good to take a chemistry class, like the one that Bennett plans to offer, with animated beakers and Bunsen burners?” asked Horwitz. “A class where the students never smell the sulfur, conduct hands-on experiments, or learn about the importance of safety conditions in a lab? It just seems unrealistic.”
Only certain types of learners will prove successful with internet-based learning, Horwitz said: “It’s good for self-motivated learners, but most students have a real need for a personal connection.”
Educators who run online programs at the K-12 level generally agreed with the AFT’s recommendations.
“Overall, these are things that we value at my institution,” said Kathi Baldwin, educational technologist for the SeeUonline virtual school in Palmer, Alaska. “We definitely value student-teacher relationships, but we know that online education is not for every student. It can be good for some students and horrible for others.”
But Baldwin took exception to the implication that online simulations can’t provide a comparable experience for some students.
“I’d put a large caution on saying any class has to do this or has to do that,” she said. “To me, the real test of a good distance learning program is this: Is it as good, or better, than what I can take face to face?”
Distance Education Guidelines for Good Practice