Enhancing Distance Learning with Learner-Centered Principles

Wallace HannumUniversity of North Carolina

Barbara McCombsDenver Research Institute

Rural Education in America

• 30% of all schools• 20% all students• Difficulties include

– Problem hiring and retaining teachers– Finding qualified teachers for some

subjects– Small number of students– Offering complete curriculum– Offering advanced courses

Distance Learning as Potential Solution

• Need– 70% rural high schools were using DL– 85% had used DL– 65% indicated need for more DL courses

• Effectiveness– Meta-analysis show ES from 0.0124 to .09– About the same learning outcomes as

traditional instruction– Technology itself doesn’t improve

achievement– Drop out rates ~60% in some DL courses

Why Students Drop Out

• Fall behind in self-paced courses

• Poor self-regulating skills

• Lack of contact with teacher/adult

• Weak relationships with teacher/adult

• Lack of support system

• Perception of isolation

Theoretical Background

• American Psychological Association exploration of factors effecting learning

• Research identified 14 factors with empirical & theoretical support

• Grouped into 4 categories– Cognitive & Metacognitive Factors– Motivational & Affective Factors– Developmental & Social Facors– Individual Difference Factors

Research Design

• National sample selected at random

• Rural High Schools

• Advanced Placement DL course

• Taught online by two instructors

• Each school assigned at random to intervention/control group

• Double-blind to instructors & schools

• Randomized controlled trial (RCT)

Facilitator Model

• Asynchronous DL course• Students have assigned period to do their

work monitored by facilitator• Typically 3-4 students per school • Local facilitators with students during period• Facilitator is adult school employee

– Administrator– Teacher– Coach– Librarian

Intervention

• Facilitators in intervention condition trained to support students through use of the 14 Learner-Centered Principles

• Initial training in pilot test was traditional • Revised training to shift to constructivist

learning environment for facilitators– Case-based instruction– Ongoing collaboration among facilitators– Tried to built learning community– Encouraged generation & sharing of practices that

supported students• Both Intervention & Control had basic training

in using DL system

Completion Rate for Schools

• Intervention– 18 schools started– 2 schools dropped– 11% drop-out rate

• Control– 18 schools started– 8 schools dropped– 44% drop-out rate

Completion Rate for Students

• Intervention– 115 students started– 76 completed year– 39 dropped-out– 33% drop out rate

• Control– 121 students started– 52 completed year– 69 dropped-out– 57% drop out rate

Conclusion

• Use of Learner-Centered Principles reduces drop-out rate in distance learning courses

• Important to have adult support of high school students using these principles

• Facilitators improve ability to support students through collaborating in constructivist learning environment

• Quality of online instruction alone not sufficient

Next Steps

• Larger study next year

• Larger range of student abilities

• Regular algebra course

• Continue to use facilitator model based on 14 Learner-Centered Principles