The Role of Distance Education 1
The Role of Distance Education in High Schools
OMDE690 Capstone Project
The Role of Distance Education 2
Table of Contents
THE ROLE OF DISTANCE EDUCATION IN HIGH SCHOOLS ........................................ 3
ADVANTAGES AND DISADVANTAGES OF USING DISTANCE EDUCATION IN HIGH SCHOOLS ............ 4
Advantages .............................................................................................................................. 4
Disadvantages ......................................................................................................................... 7
MANAGING DISTANCE EDUCATION WITHIN A SCHOOL OR DISTRICT ............................................. 9
Administrative ......................................................................................................................... 9
Budget ................................................................................................................................... 11
DISTANCE EDUCATION SUPPORT ................................................................................................ 15
Teacher Support .................................................................................................................... 15
Student Support ..................................................................................................................... 17
REFERENCES ............................................................................................................................ 23
APPENDIX 1 ............................................................................................................................... 26
Interview ............................................................................................................................... 26
The Role of Distance Education 3
The Role of Distance Education in High Schools
According to Moore and Kearsely (1996), distance education is learning that occurs in a
place removed from the actual teaching. This type of education utilizes curriculum, teaching
techniques, and communications that are conducive to teaching and learning in environments
that are physically separated from one another. Furthermore, the management, administration,
and support of this learning may be arranged differently than that of traditional education (p. 2).
Distance education has evolved through many generations. The first generation of
distance education included correspondence and independent studies. Open universities,
broadcast, and teleconferencing were popular forms of second-generation distance education.
The third generation of distance education included networks and multimedia (Moore &
Kearsley, 1996, p. 20). A fourth generation of distance education exists in the form of interactive
multimedia and computer mediated communications (Riley, Taylor, & Sansone, 2004, p. 3). The
current web-based delivery of courses and programs may be considered the fifth generation of
According to Emeagwali (2004), a survey conducted by Education Week found that one
quarter of the public schools in the United States have distance education programs (p. 14).
Furthermore, Rivero (2005) reports that the U.S. Department of Education study on Distance
Education Courses for Public Elementary and Secondary School Students: 2002-03 indicates
online enrollments of 328,000 students. Many of these enrollments are at the high school level
Blomeyer (2002) informs us that ninety-eight percent of public schools were connected to
the Internet in 2000 (p. 2). The next logical step would be to use this information highway to
provide learning opportunities for public school students. A 2001 Gallup poll indicated that
parents were not adverse to their children earning high school credits without attending high
The Role of Distance Education 4
school (Blomeyer, 2002, p. 2). When considering the growth of the Internet, and the need for
flexible learning at the high school level, distance learning is poised to play an important role in
the education of high school students.
There are numerous issues relating to the implementation of distance learning in public
schools. These issues range from management, advantages and disadvantages, cost, and support
of distance learners. In order to analyze these issues effectively, the author has combined a
literature review with interviews of individuals who hold key positions within their school
districts or the learning community. It is believed that this information will validate the rise of
distance learning within public high schools, and ways in which challenges have been overcome.
Advantages and disadvantages of using distance education in high schools
A survey was conducted by the National Center for Education Statistics to obtain
baseline data from the 2002-2003 school year. The information gathered pertained to the
utilization of distance education courses in public elementary and secondary schools. The data
concludes that thirty-six percent of public school districts have students who are enrolled in
distance education courses (Setzer & Lewis, 2005, p. 4). It is encouraging to know that
"…nineteen states have virtual high schools that are officially recognized." (Emeagwali, 2004, p.
One of the main advantages cited for providing distance education courses was the ability
to offer courses that were not available within the school or district (Setzer & Lewis, 2005, p.
14). Many secondary education students strive to accelerate their post-secondary careers. One
way in which they are able to do this is by enrolling in distance education courses while in high
school. Students are able to take advantage of advance placement and honors courses, which may
not have been offered during previous school semesters. Furthermore, when schools or districts
The Role of Distance Education 5
are unable to hire and retain highly qualified staff to teach honors and advanced placement
courses, enrolling students in distance education courses may be the answer.
In addition to the above stated advantage, meeting the needs of special populations and
avoiding scheduling conflicts are valid reasons to enroll students in distance education courses
(Setzer & Lewis, 2005, p. 14). In large schools or districts, it is sometimes difficult to
accommodate all high school students with a schedule that will allow them to meet the
requirements for graduation. If students are permitted to enroll in distance education courses
when a scheduling conflict arises, the chances of a student not meeting state requirements for
graduation and dropping out of school decreases. Montgomery County in Maryland offers a
prime example of this advantage. Using online courses they are able to provide students with
"…more flexible scheduling and greater opportunities for differentiated instruction than may be
found in traditional classroom courses" ("MSOC LEA District Profile Part III: Full Narrative
Montgomery County Public Schools: Cautious Enthusiasm for Online Learning", 2006, p. 1).
The author has personally observed students currently taking advantage of distance
education within her school district. The main reasons for their enrollment in these courses are
scheduling conflicts and the courses are not offered within their local schools. It has been noted
that while these student typically attain average grades within their other core classes, they
appear to be thriving in their online courses. Sixty-six percent of the students have grades above
eighty-five percent and these same students have an eighty-four percent on-target rate.
One obvious advantage of offering distance education courses to high school students is
that this type of course delivery will prepare students for college and the workforce (eSchool
News Staff, 2006). The state of Michigan has passed a bill that will require all students to
participate in an online learning experience to satisfy graduation requirements. These
The Role of Distance Education 6
requirements address a national need for online competencies not only for post-secondary
educational success, but also for all individuals to be successful within the workplace.
Several counties in the state of Maryland are members of the Maryland Student Online
Consortium (MSOC). This group of school districts is committed to implementing and
expanding distance education in Maryland's high schools. Several advantages of distance
education have been realized by these schools. In particular, Baltimore County cites the use of
distance education to alleviate the problem of assigning a teacher to a class when there are too
few student enrollments ("MSOC LEA Profile Part III: Full Narrative -- Baltimore County
Public Schools: Rapid Growth Puts Online Learning in the Forefront", 2006, p. 2).
School districts that take advantage of distance learning may be able to reap financial
benefits. In areas where curriculum content may rapidly become outdated, digital content may be
the answer. This type of content is not only easier to keep up-to-date, but it will also appeal to
today's students who are at home on the web (Rivero, 2005, p. 41). Moreover, digital content
may be modified to differentiate instruction to meet the diverse learning needs of individual
It is possible for schools and districts to realize advantages that were not originally
considered as part of the decision to offer distance learning to their students. Over time, benefits
will increase while the challenges may change. Ryan Imbriale (personal communication, April
19, 2006), the Learning Specialist for Baltimore County Public Schools, describes one of the
added benefits for distance learning in his district. He states, "We have slowly built a cadre of
excellent online learning teachers who we use for training now and also for teaching some of our
professional development online courses." This added benefit has enabled Baltimore County to
move more quickly in implementing distance education in some of their schools because they
have trained and experienced teachers and mentors in those areas.
The Role of Distance Education 7
Advantages and disadvantages must both be carefully considered before distance
education is implemented within a school or district. A final decision may be determined once
these considerations have been completed. Among the disadvantages to consider are technology
and the related equipment, interaction, student preparedness, and time management.
Dependent upon the distance education course or course vendor, the computer system
requirements may provide an obstacle to distance learning for some students (Podoll & Randle,
2005, p. 16). Not only may the computer hardware be an issue, but also the installed software
may not be adequate or may prevent files from loading and applications from launching. As with
any form of technology, failures may sometimes occur. These failures may cause students to lose
assignments and the time spent composing them. Students may even fail assessments if the
computer freezes while they are taking them. The author has personally observed the affects of
improperly functioning hardware and software on student assignments and assessments. Students
have become frustrated, lost their confidence in their abilities, and consequently, are
unsuccessful in completing subsequent course work.
In addition to these technology issues, one must also consider how a student's socio-
economic status affects their access to the technology required to take advantage of distance
education. In areas of low-income or poverty, students may not have access to computers or
Internet connections outside of school (Rivero, 2005, p. 40). Additionally, school districts in
low-income or poverty-stricken areas may have an insufficient computer-to-student ratio to
support the implementation of distance education within their school. While this may be a
prohibitive factor, it should not deter districts from providing distance education opportunities to
The Role of Distance Education 8
Another disadvantage to offering distance education courses is the lack of face-to-face
interaction (Podoll & Randle, 2005, p. 15). In distance education, written communication skills
are vital. Students and teachers will not be able to utilize the visual cues they have become
dependent upon in the face-to-face classroom environment (Lamb & Callison, 2005, p. 30). This
lack of face-to-face contact may cause some students to feel isolated. This feeling of isolation
may prohibit students from being successful. It is extremely important that students who are
considering distance education courses be made aware of the delivery format and types of
interaction that will be required and available for each course considered.
In order for students to be successful as distance learners, they must be properly prepared
for this type of education. Only nineteen percent of students enrolled in distance education
within the state of Maryland have participated in some form of orientation provided by the State
or their local school. Many students are unaware of the workload, delivery formats, or skills
needed to be a successful distance learner. According to Mupinga (2005), students involved in
online learning must have excellent technical skills in order to be successful. Students must have
the technical knowledge to operate many types of technology depending on the delivery format
of their particular course (p. 107). Contrary to popular belief, distance education is not passive
learning. Students are required to participate, collaborate, and construct knowledge from these
experiences (Olszewski-Kubilius & Lee, 2004, pp. 8-9).
J. Mills (personal communication, April 18, 2006) cited a disadvantage to using
outsourced courses. She noted that problems with online instructors negatively affected a
students learning. The school principal was very upset with the issues the student was having
with the vendor. The resolution was to withdrawal the student from the class. The student's grade
was determined based on work completed to that point.
The Role of Distance Education 9
Finally, a lack of time management skills and self-motivation at the high school level
may prove detrimental to the completion of distance education courses (Podoll & Randle, 2005,
p. 15). One of the requirements to being a successful distance student is self-motivation. Part of
this is being able to manage ones time appropriately. Because communication in distance
education courses typically requires self-reflection before one responds in discussions and
assignments, students must ensure that they are able to devote time to this self-reflection (Podoll
& Randle, 2005, p. 15). Time management is closely related to a student's preparedness for
distance education, in particular, being able to handle the course's workload. The author has
noted that students who lack self-motivation and time management skills are unable to keep up
with the required pace of the course. In some instances, the lack of motivation may be attributed
to a student's frustration with the course pacing or non-functioning technology. Students then fall
behind in assignment submissions, assessment completions, and discussions. In a semester that
only encompasses eighteen weeks, it is difficult for students to make up missed work and
complete the course, thereby increasing the course dropout rate.
Managing distance education within a school or district
Because distance education is in a stage of infancy within high schools, many
considerations must be taken into account regarding its management. The National Education
Association provides seven criteria for evaluating online learning. In addition to areas of
curriculum, student and teacher roles, and assessment, districts must consider the management
and support systems to be used (Pape, 2005, p. 15). While many of the areas to be managed will
remain the same as those for traditional classes, the nature of distance learning requires
additional, and innovative, management techniques for areas particular to distance education.
The Role of Distance Education 10
Management of distance education begins with legislation, policies, and procedures
developed and passed at the state level. Many states have formed agencies to oversee distance
education activities. These agencies may be charged with determining how credit, and eventually
diplomas, will be awarded to students enrolled in distance education within their individual
schools and districts. Furthermore, these agencies may be responsible for deciding how student
enrollment in distance education is handled. The state of Michigan has realized the benefits of
distance education and has mandated that all of its high school students complete an online
education experience prior to graduating, beginning with the class of 2012. They believe that
requiring this experience will not only add rigor to the curriculum and the state's diploma
process, but will also provide the skills needed for graduates to be successful in a technological
society (eSchool News Staff, 2006, para. 13). This groundbreaking legislation may pave the way
for other states to consider similar graduation requirements.
Management activities regarding distance education may vary depending upon the type
of distance education involved. To begin managing distance education, schools and districts must
first assess whether they have a need for distance education, and the types of courses and
delivery formats that will best suit those needs (Moore & Kearsley, 1996, p. 173). No matter
what the type or delivery format of the distance education course, management must be fully
committed to its successful implementation. This commitment includes identifying available and
needed resources, distance learning and communication tools, course management, and delivery
methods. Lastly, there must be a planning process. According to Waterhouse (2005), an effective
planning process will produce effective distance education resulting in a meaningful learning
experience for all students (p. 48).
According to J. Sener (personal communication, April 6, 2006), processes used to
determine need and implement distance education will vary dependent upon the district or
The Role of Distance Education 11
school. For example, while many counties within Maryland are currently offering distance
learning to their students, some have adopted guidelines while others have obtained the approval
of their school boards to create legal policies and procedures. Once a school system has
determined there is a need for distance education, support at every level will ensure the
sustainability of the distance education program. According to Sally Regnier, an instructional
technology specialist with Anne Arundel County Public Schools, obtaining support for distance
education, in particular online learning, is difficult because there is a lack of data on this type of
learning ("MSOC LEA Member Profile Part III: Full Narrative -- Anne Arundel County Public
Schools: Hard-Earned Success; Questions about Long-Term Sustainability", 2006, p. 1).
Therefore, it is important that administrators and teachers are provided with education and
training in the many aspects of distance education. Even though they may be adept at managing
and teaching in a traditional education environment, different methods, and additional skills are
needed when dealing with distance education.
Funding for distance education is handled differently by various schools and districts. In
order to sustain distance education, funding must be included in the annual budget. While initial
implementations or pilot programs may be funded through grants, these monies are not
guaranteed. A challenge for many districts is obtaining administrative buy-in for distance
education, and thus ensuring continued funding for these efforts, as well as sustainability of the
programs. Over forty-three percent of Maryland school districts cite funding or budget as one of
their main challenges. Many of the members of the Maryland Student Online Consortium
(MSOC) voice concerns over dwindling grant money. The MSOC grant has allowed the
consortium members to assess needs, plan, implement, and offer distance learning courses to
many high school students by awarding scholarships.
The Role of Distance Education 12
For those schools and districts that develop distance education budgets, many factors
must be considered. R. Imbriale (personal communication, April 19, 2006) notes that it is helpful
to analyze prior enrollments as well as future needs when developing this budget. Furthermore,
management of the distance learning funds may have a direct affect on the success of the
program. Grant accountants may not have an understanding of distance education that could
possibly assist them with their management activities (J. Mills, personal communication, April
Due to the scarcity of funds, and the number of priority programs that compete for those
funds, ninety-four percent of Maryland school districts outsource all of their courses. Through
the Maryland Virtual Learning Opportunity, these courses are reviewed to ensure that they meet
state educational requirements. R. Imbriale (personal communication, April 19, 2006) notes that
even a school district as large as the one in which he works which has twenty-six high schools,
has "… not begun discussions about development [of courses] due to it’s high cost."
The author, who currently teaches in the state of Maryland, has analyzed issues related to
distance education programs offered in sixteen of its counties. Table 1 provides information
obtained from Maryland counties regarding challenges to distance education. The major
challenge noted by 50% of the counties offering distance education in Maryland is buy-in from
stakeholders. This buy-in includes support at the district and school levels, as well as recognition
of the benefits of distance education. In some instances, administration and staff were not
encouraging students to enroll in distance education courses. Stakeholder buy-in, particularly at
the administration level, can influence program funding. Evidence of this relationship can be
realized by the 43.8% of counties that listing funding or budget as a challenge to their distance
The Role of Distance Education 13
Challenge Percent of counties reporting
Buy in 50.0%
Funding/Budget Issues 43.8%
Not a priority 31.3%
Time constraints 25.0%
Stakeholder orientation 18.8%
Technical issues 6.3%
Figure 1 provides a graphical representation of the distance education challenges faced by
counties in Maryland. It is interesting to note that while stakeholder buy-in is 50%, only 18.8%
cited stakeholder orientation as an issue. One might consider these two challenges to be directly
related. Proper orientation of stakeholders may provide first-hand knowledge of the benefits of
distance education. While none of the Maryland counties has provided this orientation, nineteen
percent have had students participate in some type of orientation.
The Role of Distance Education 14
Distance Education in Maryland Counties
B uy in Funding/B udget Issues No t a prio rity Co urses
Time co nstraints Students P o licy/P ro cedures Stakeho lder o rientatio n
Co mmunicatio n M ento rs Technical issues
As previously discussed, funding challenges are cited by over forty-three percent of
Maryland counties. In addition to stakeholder support, the priority level given to distance
education efforts may also affect funding. Over thirty-one percent of Maryland school districts
cited low priority levels as a challenge to implementing distance education. Low priority may
inhibit counselors and teachers from encouraging students to consider distance education as an
alternative that will meet their needs. It would appear that a lack of stakeholder buy-in affects the
priority level given to distance education. If district administration assigns a low priority to
distance education, this assignment trickles down to local school administration, counselors, and
teachers. Garofoli & Woodell (2003) state, "These teachers have to be convinced based on their
own needs and values" (para. 3). Not only must teachers be convinced of the value of distance
education, but also the administration. Once this has been accomplished, the priority level for
distance education should rise.
The Role of Distance Education 15
In addition to the challenges noted in Figure 1, Waterhouse (2005) informs us that
challenges to elearning fall into three categories; technology, instructor, and effectiveness (p.
19). While the technology challenges include learning management systems and technology
failures, the instructor category addresses such challenges as a "…fear of the unknown"
(Waterhouse, 2005, pp. 20-21). Administrators as well as instructors should be made to realize
that distance education would not eliminate their jobs or create a larger workload.
In his interview J. Sener (personal communication, April 6, 2006) notes "Keeping up
with the growing demand for quality services; [and] dealing with the unreflective resistance
among many practitioners who don’t understand the potential or benefits of online education" as
the major challenge to performing his job as a learning consultant for many Maryland public
schools. R. Imbriale (personal communication, April 19, 2006) notes a similar challenge when he
states, "It’s difficult to work with the various COMAR regulations and work within the school
system policies and procedures when these are often antiquated and designed for the old model
of schooling not the new virtual model." It would appear that while many Maryland schools are
now utilizing distance learning, the regulations and guidelines that govern these schools have yet
to incorporate these advancements in education. It is obvious that the demand for this type of
education exists, however, unless everyone involved in writing policy and legislation are aware
of the benefits, distance education efforts will not be able to move forward in public schools.
Distance education support
Support systems within distance education may affect the success rates of students and
teachers. To address the instructor challenge of a large workload, districts should ensure that
teachers and mentors have the proper training to support a distance education environment.
Davis and Roblyer (2005) provide insight into the qualities and competencies that teachers must
The Role of Distance Education 16
possess to be successful in an online environment (pp. 400-401). The U.S. Department of
Education agrees that there is a need to provide preservice teachers with the competencies
needed for virtual schooling (Davis & Roblyer, 2005, p. 402). In 2004, a model to integrate
virtual schooling into preservice teacher education was funded by a grant. In addition to ensuring
that preservice teachers possess these valuable skills, it is also important that those individuals
currently holding teaching certifications be required to develop these skills as part of certification
renewal. This type of support, through education, for both preservice and existing teachers will
ensure the success of distance education programs. Table 2 provides information on the number
of mentors and online teachers trained within Maryland counties. As J. Mills (personal
communication, April 18, 2006) notes, "Each school has trained mentors who are the backbone
and strength of distance learning courses. They are the ones who make it work!"
The Role of Distance Education 17
Staff Trained as Mentors or Online Teachers in Maryland Counties 2004-2005
County Mentors Online County Mentors Online
Anne Arundel 3 9 Harford 4 0
Baltimore City 16 16 Kent 0 0
Baltimore County 9 4 Montgomery 0 12
Carroll 0 5 Prince Georges 23 0
Cecil 3 3 Queen Anne's 0 0
Charles 1 3 Somerset 4 0
Dorchester 0 2 Washington 0 3
Frederick 0 9 Worcester 0 0
Using policies and procedures, teachers and mentors are provided administrative support.
While in most cases, the job of a mentor is to guide and assist students in their online learning,
there are instances in which they must involve themselves with instructors provided by
outsourced courses, guidance counselors, and other administrators. Proper training in this area, as
well as, solid procedures and guidelines has provided the tools needed for the author to perform
her job as a mentor.
Student support comes in many forms. According to Moore and Kearsley (1996), student
support may occur at several stages (p. 168). They may need counseling to determine if distance
education is a viable option or to determine if they possess the competencies and motivation for
The Role of Distance Education 18
distance learning. Orientation to distance education may provide the information students need to
make an informed decision to avail themselves of distance education opportunities or to enroll in
one particular course. Mentors can provide administrative assistance as well as ongoing guidance
for students who plan to enroll, or are enrolled in distance education courses. R. Imbriale
(personal communication, April 19, 2006) notes, "Student support is the biggest reason we are
successful with our program. Without the mentor teacher role, most students at the high school
level would be unsuccessful."
Many students in distance education feel isolated from their teacher and peers. Having a
mentor by their side provides the human interaction that many teenagers need. Anderson (2004)
states, "Thus, there is danger in assuming that all human interactions can be substituted by
interactions with machines" (p. 95). Conversely, it should not be assumed that human interaction
is always desirable.
According to Anderson (2004) services for distance education students fall into the
categories of cognitive, affective, and systemic (p. 99). Cognitive services may include
additional course materials that assist students in their learning, study guides, and other resources
that the student may use to explore the content. Furthermore, collaborative activities, multimedia
resources, simulations, and product examples, may be used to provide additional resources for
students. As course content changes, these reusable objects can be modified to reflect current
information (Anderson, 2004, p. 99). Students in distance education courses expect course
content to be up-to-date.
Affective student services are more difficult to describe. Feelings of frustration, fear,
enthusiasm, and pride have a direct affect on learning. Developing an online or learning
community provides social support and fosters communication among peers and the teachers.
This type of support is beneficial in reducing drop out rates caused by feelings of isolation.
The Role of Distance Education 19
Communication is an important component of education. Student interactions with each other,
the teacher, content, and interface, occur within many distance education courses. The optimal
blend of interactions has yet to be determined.
Systemic student services are those of an administrative nature. These services may
include student orientations, self-help guides, and links to areas for library services, counseling,
and registration. In the author's school district, many of these services are provided by the on-site
mentor. As a mentor, the author has assisted students in completing online orientations for
learning management systems used to access particular courses, accessing digital textbooks and
other online resources, and in the use of course specific software. Assistance in counseling and
registration is also handled by the mentor within the author's school district. R. Imbriale
(personal communication, April 19, 2006) notes that within his district, "Students have access to
a student orientation module for all our online courses and have the online teacher’s email and
phone number." Table 3 provides information on courses offered within Maryland counties, the
number of students enrolled, and the number of students who participated in distance education
orientation provided by MSOC or their local school. One might conclude that orientations
provided by course vendors are adequate for distance education students at the high school level.
The Role of Distance Education 20
Distance Education Courses Offered in Maryland
County Number of Number of Students Participating
courses Students Enrolled in Orientation
Anne Arundel 5 17 0
Baltimore County 11 76 50
Carroll 5 1 64
Cecil 0 0 0
Charles 5 10 0
Dorchester 0 0 8
Frederick 3 42 0
Harford 1 pilot 0
Kent 1 unknown 0
Montgomery 2 235 0
Prince Georges 9 19 0
Queen Anne's 0 0 0
Somerset 11 14 0
Washington 11 55 0
Worcester 1 39 0
An important component of student support is the provision of library services. Students
enrolled in distance education courses may not have physical access to library resources.
The Role of Distance Education 21
Providing electronic resources allows students to access them anytime, anywhere. These
resources not only encompass research materials, but also support from librarians in effectively
using information literacy skills. The possession of these skills is critical for distance education
students. Due to the wealth of available information, new distance learning students may become
overwhelmed. For this reason, librarians are proponents of information literacy competence.
George and Frank (2004) note, "Students need the ability to define an information need, locate,
evaluate and analyze information, and use it appropriately" (p. 141). These skills are necessary
for students to be successful in distance learning. Support can be offered by providing online
tutorials and guides, as well as synchronous and asynchronous communications with library
Distance education in high schools is a viable option for students to obtain credit for
courses for which they may otherwise not have access. High schools across Maryland are
proving that their students can be successful in this type of environment. According to J. Mills
(personal communication, April 18, 2006), "It [distance learning] is not without problems, but
given all the circumstances, all being positive and in place, it can be a bonus to our schools. For
the right student this environment could provide nothing but positive results." The advantages of
offering distance education to high school students far outweigh the disadvantages.
With the proliferation of distance education courses provided by institutions of higher
learning, students who have had exposure to distance learning in high school may be more likely
to be successful in college. Even those students who do not attend college may reap the benefits
of having participated in distance education. The skills and knowledge gained while in high
school will prepare them for today's information society and a lifetime of learning.
The Role of Distance Education 22
While many school districts face challenges to implementing distance education, being
able to provide equitable access to courses for all students appears to be a reason many schools
continue to offer distance education to their students. As time progresses, the many stakeholders
will realize the benefits of distance education and will become avid proponents. Furthermore,
schools will continue to find innovative means to address challenges to distance education.
Perhaps giving hands-on demonstrations to all stakeholders will provide a marketing tool and
gain support for distance education efforts.
As distance education grows within high schools, new methods of supporting teachers
and students will arise. The role of the mentor/teacher may be expanded to include providing
professional development to those who still need to be trained. Moreover, providing mentors
with an overview of the content area of the courses, as well as instructional materials, may
enhance their capabilities. Additionally, school districts may begin to consider utilizing virtual
libraries for all of their schools. Students in traditional classes will then be able to take advantage
of anytime, anywhere educational resources.
Distance education is here to stay. Distance education in high schools is becoming
prevalent. From offering select courses to entire virtual high schools, teenagers are being offered
educational opportunities of which previous generations could only dream. The possibilities are
limitless. High school students are beginning to realize the high stakes involved in furthering
their education. Distance education provides education for the future.
The Role of Distance Education 23
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Schools. School Library Media Activities Monthly 21(9), 29-35.
The Role of Distance Education 24
Moore, M. G., & Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA:
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The Role of Distance Education 25
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The Role of Distance Education 26
As a component for the Master of Distance Education degree at the University of
Maryland, University College, I have decided to research The Role of Distance Education in
High Schools. In order to analyze numerous issues relating to the implementation of distance
learning in public schools effectively, I have composed open-ended questions as part of an
individual interview process. These issues range from management, advantages and
disadvantages, cost, and support of distance learners. It is believed that this information will
validate the rise of distance learning within public high schools, and ways in which challenges
have been overcome. Considering the growth of the Internet, and the need for flexible learning at
the high school level, distance learning is poised to play an important role in the education of
high school students.
You have been selected to complete this interview because of your unique position within
your school/school district or the learning community. Please consider these questions carefully.
This interview should take a minimum of one hour to complete. It has been provided in
Microsoft Word format so that you may respond using the same document. Responses should be
returned by April 18, 2006 to:
By postal mail By email
Worcester Career and Technology Center email@example.com
6268 Worcester Highway
Newark, MD 21841
410-632-5050 xt 3319
I would like to thank you in advance for taking part this interview.
The Role of Distance Education 27
Throughout this interview, the term district will be used to refer to your school, school
district, or learning organization. The interview consists of five sections containing thirty-seven
questions. These sections pertain to background information, implementation, management,
support, advantages/disadvantages, and the overall effectiveness of distance education within
your district. Please be as thorough as possible when answering these questions.
A. First, I would like to gather some background information. This information will allow
me to analyze your responses within the correct context for the role that you currently
hold within your district.
1. What is your role within distance education for your district?
2. Please describe the duties of your role.
3. What qualities do you feel qualify you for this role?
4. What aspects of this role do you find rewarding?
5. What aspects of this role do you find most challenging?
B. Next, I would like to ask questions regarding the implementation of distance education
with your district.
1. What factors prompted your district to become involved in distance education at the high
2. What process was utilized to determine the overall need for distance education?
The Role of Distance Education 28
3. What individuals or groups were involved in the implementation of distance learning
within your district?
4. When considering the groups or individuals involved in the implementation process, what
roles did they play?
5. Please think about the overall process to implement distance learning within your district.
What was the timeframe from the first discussions for the possibility of offering distance
education, to the time of delivery of the first distance education course?
6. What factors influenced this timeframe?
7. What challenges to the implementation of distance learning did your district face?
8. What groups/individuals provided those challenges?
C. The next area I would like to address involves the management of distance learning that
is currently in place within your district.
1. How is the management of distance learning addressed within your district? To be more
specific, does your district recognize a distance learning unit, or is there a collaborative
group comprised of individuals from several instructional areas that are responsible for
managing distance learning?
2. For the group or individual charged with managing distance education, what are their
3. What are the challenges faced when managing distance education within your district?
4. How are these challenges being addressed?
5. What decisions regarding distance education are made at the district and/or instructional
6. What factors determine how distance education will be provided within your district?
The Role of Distance Education 29
7. How does your district decide whether to develop curriculum or outsource
8. What policies or procedures are in place regarding student enrollment and support?
9. How is your district distance education budget determined and managed?
D. Student support is an area that may prove critical to the success or failure of distance
education students. These next questions will refer to this subject.
1. How is support for distance education students addressed within your district?
2. What forms of distance education support are provided?
3. Has student support played an important role in the success or failure of your distance
4. What challenges to supporting distance education students has your district faced?
5. Has your district been successful in addressing these challenges? Please give some
E. This next section will address advantages and disadvantages of distance education in high
1. What advantages prompted your district to consider the use of distance education?
2. Have these advantages been realized?
3. Has your district gained any advantages, using distance education, which had not
previously been considered?
4. Have these additional advantages affected the implementation of distance education
within your district?
5. What disadvantages were considered by your district prior to implementing distance
6. Have these disadvantages been realized?
The Role of Distance Education 30
7. What additional disadvantages has your district discovered since implementing distance
8. Have these disadvantages influenced the implementation of distance education within
9. How is your district addressing these disadvantages?
F. When considering all of the above issues that your district has encountered for distance
education, what has been the overall effectiveness of your distance education program?