In the last two decades, technology has completely changed the way we live, share, communicate, exchange information, and even how we learn. Since the advent of the internet, new technology has revolutionized many aspects of daily life and is now beginning to have significant impacts in education as well. Not only is technology revolutionizing learning within the classroom, but it is also changing our concept of the classroom in itself. Virtual schooling is becoming more and more common and there has been a strong push for at-risk students to complete their education in online only environments. Though these programs are often touted as a saving grace for at-risk students, very little has been done to examine the specific practices that will allow these programs to truly support the needs of at-risk learners. I work in one of these blended learning schools that is specifically tailored to meet the needs of at-risk high school kids. I have observed first hand the limitations and successes of virtual course work for credit deficient and struggling students. I am always looking for ways to improve my virtual courses and instructional practices to better suit the needs of my very diverse group of learners.
Research indicates that students at the collegiate level respond positively to instructor created videos as well as differentiated content instruction. I chose to conduct a research study to analyze the impact of instructional videos on the success of my at-risk blended learning students. I created 21 instructional videos for my Government Sem 1 course. I used Google Slides to create a visual with key points in writing plus diagrams, charts, and images to visually illustrate concepts. To capture the interest of my auditory learners, I used “Record It!” for iPad to screencast these slides while I narrated the videos, provider alternative explanations and extra examples that would supplement the content reading that existed in my courses. I used “Splice” and “iMovie” for iPad to edit my videos, at background music, and insert funny clips in an effort to make the videos as engaging as possible! The videos were inserted directly into the virtual course. The study utilized an experimental group that had access to the videos and a control group that did not. The dependent variable was student assessment scores which were used to determine the effectiveness of the videos.
Ensuring the Success of At-Risk Virtual Learners
By: Devon Rollbuhler