Aimee L. Whiteside

Do you Blend? Huntley High School Does

Huntley High School in Huntley, Illinois has recently implemented a blended learning initiative to meet needs of their learners in the 21st century, infusing technology into the school s curriculum and teachers instructional practices, and preparing students for college and career. Huntley s unique mix of traditional and blended learning provides a variety of ways for students to learn in both elective and core classes. We share Huntley s unique model of blended learning, focusing on four lessons learned.

Leveraging the Social Presence Model: A Decade of Research on Emotion in Online and Blended Learning

Abstract This chapter condenses a decade of our case study research on social presence , or the level of connectedness among students and instructors, within online and blended learning environments. It addresses the power of emotion for learning with technology, defines the concept of social presence, outlines and explains the Social Presence Model (SPM), offers evidence from students and instructors in four case studies in both K-12 and Higher Education, and summarizes the key findings of over a decade of research. These research projects demonstrate the SPMs significance for teachers as they reflect on and adjust their instructional practices to create connections with and among their students. Our findings suggest an opening for the exploration of the impact of emotion for the learning experiences of middle and high school students taking online or blended courses. Through our research, we also discovered the importance of a dedicated cadre of leaders who individualize student learning in blended programs to help their students to transition into higher education through the use of emotion and innovative instructional strategies. Moreover, emotional support is invaluable to all learning with technology, but particularly in blended and online learning programs. Finally, our key finding is that social presence embodies an essential literacy for cultivating emotions and relationships that enhance the overall learning experience.

Providing Chances for Students to Recover Credit: Is Online Learning a Solution?

Abstract Purpose This chapter presents data from research studies specifically aimed at gathering the perspectives of K-12 students who are taking online courses for credit recovery, their virtual school teachers, and face-to-face school support professionals. Approach This research employed ethnographic techniques to explore the benefits and challenges of online learning as a strategy for credit recovery. Findings Our research explores several key findings. The data suggest that the benefits and challenges of online learning for students are one in the same. With proper orientation, individualized support, and purposeful structuring of online programs, online and blended learning as a potential solution for credit recovery students, potentially decreasing the number of future high school dropouts. Implications This chapter suggests a need to look more carefully at orientation, support, and structuring procedures for online credit recovery. Value This chapter is very valuable as a tool for thinking about credit recovery online. It also provides valuable insight into credit recovery from the perspectives of students who are doing the online courses.

Blended Learning for Students with Disabilities: The North Carolina Virtual Public School’s Co-Teaching Model

Abstract Purpose The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher. Methodology/approach This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs. Findings This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities. Research implications The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students. Originality/value Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.