Online Learning:  An Opportunity to Address Student Readiness & Retention (3 or 4)

There are a range of reasons why school districts choose to explore online learning as an option for students; however, these reasons can typically fit within one of three categories - Retention, Readiness, and Reach. The second article in this series addressed Reach and the opportunity to provide students choice in their learning. This could manifest as choice in format, choice in course titles, or choice in time and place. This installment will focus on the remaining two reasons “why” districts gravitate towards online learning - Retention and Readiness.

During the initial phase of exploration, leaders assess their stakeholder vision, commit to identifying the appropriate level of resources needed to build a quality online or blended learning program, and create alignment with their vision and desired outcomes.  Below you will hear directly from the online learning field, and the value proposition they provide for their districts related to retention and readiness.

The excerpts below can be found in one of the WDLC’s many case studies.  Find detail on each program's “why,” and how the programs evolved over time in “The Value of Online & Blended Learning.”

Why Online and Blended Learning? - Retention

“Our district originally made the decision to create an online program when we began losing students to other school districts through open enrollment a dozen years ago.  While we were motivated to bring these students back to our district, we expected other families would be interested.  Now, the expectation for online options for learners is now likely here to stay and we want to be able to offer these options to our learners within our district.” - Jill Gurtner, Middleton Cross Plains Area School District

As a state, Wisconsin provides families with a significant amount of educational choice. According to the Department of Public Instruction, Wisconsin offered 58 virtual charter school options in 2021-2022. Virtual charter schools serve an apparent need; however, a connection to a local or resident district whether for extra-curriculars, electives, or a community connection can be strong attractors for families. Retention can be one of the most complex reasons behind the development of online learning programs. It is important that districts look to continue providing services and educational models that meet the needs of their resident population as this can have a significant impact on school funding.  Because there is a fiscal component involved, the original vision for retention typically evolves. 

Why Online and Blended Learning? - Readiness

“The main goal of eSchool is to provide the flexibility to address the specific student needs and circumstances that the typical experience does not necessarily directly address. Our primary objective is to serve students online and support them with their post-high school readiness to be successful in both the face to face and online environments. The reality is that when you go into the workforce or you go to college or university or to your trade school, you’re going to be asked to be trained, to learn, online. This is a very important piece to the puzzle of preparing students for post-high school success. It’s that simple. eSchool’s foundational goals and attributes were established in 2002 and remain true yet today.  The emergency remote learning era of 2020 put schools online in a way no one likely imagined. Our established online readiness factors remain as relevant today as they were two decades ago.  That’s what I am passionate about and I am fortunate to get to work with our students, families and staff with the components of online learning every day.” - Erik Hanson, Appleton eSchool

An essential skill set is emerging.  The following are all skills that are important in a brick and mortar school environment, and things teachers address daily; however, learning how to work independently, manage time, focus, and communication all look vastly different in a virtual environment. Readiness becomes an influencing factor as districts reflect on how prepared their students are for a post-secondary world. As post-secondary online enrollments are higher than ever, and the workforce begins to function more remotely, it is inevitable that online learning, training, or working will be a part of a student's journey after high school.

The reasons surfaced in this and the previous article do not have to be addressed in isolation. In fact many online learning visions and outcomes speak to a combination of reasons. That being said, vision statements have a tendency to speak to an ideal end state - remembering that there are various phases with incremental change that make-up the end result.  The final article in this series will address planning for quality and a framework for continuous improvement of online learning.

By Sami Mantyla, Wisconsin eSchool Network