Internet Learning Volume 4, Number 2, Fall 2015 | Page 12

Meeting the Holistic Needs of K-12 Online Learners: Designing Schools for the Future
A mixed methods approach was
used, with question types including 11
multiple choice questions and three
questions that sought a qualitative response
on most popular programs, student
responses to the programs, and the nonacademic
programs that seem most useful to
the survey respondent. Little is known about
the types of co-curricular, extra-curricular,
and holistic programs and supports in place
in online schools. Therefore, the focus was
simply to get an initial idea of whether and
how such holistic and enrichment activities
were being implemented and teacher/
administrator perspectives as to their
importance. Please see Appendix A for a
complete list of survey questions.
The survey was distributed by
iNACOL on behalf of the researcher. The
survey was distributed in May, 2015, with
a summary report posted on the iNACOL
Research Forum in June of 2015. The survey
was distributed to all iNACOL members
who subscribed to the General Discussion
forum.
Analysis
Although the sample is too small to
make this data generalizable, it is clear that
the 31 professionals and experts participating
in this mixed-methods research had strong
feelings (either pro or con) regarding the
need for holistic programs and extracurricular
socialization and enrichment.
The types of extracurricular, social
and community options explored can be
tied back to the types of questions included
on the NSSE. Quantitative responses to an
array of possible activities and supports
gave insight into the frequency of various
practices in K-12 online programs, and
the provision of opportunities for openended
responses and comments allowed
respondents to share additional information
and add individual attitudes, innovations,
and concerns to the discussion. The
qualitative responses elicited in this fashion
were categorized as positive or negative,
with one person responding negatively
about the concept of addressing social
needs, and making the point that often such
students are seeking to remove themselves
from the social awkwardness and bullying
that they may have experienced in a f2f
classroom. Fourteen survey participants did
not respond to the open-ended question.
Results
Results revealed practical strategies
for engaging students in an online
school community. Approaches
included fully online as well as blended
and f2f opportunities to collaborate and
augment the academic and asynchronous
life of the online school. After this research
peeks into the frequency with which
online programs are incorporating such
approaches, a logical next question (not
addressed here) is do they help? At the time
of this writing, there was no Online Survey
of Student Engagement. It should be noted
that the survey results reflect responses from
the individual anonymous respondents and
do not necessarily reflect the opinion or
position of the iNACOL organization itself.
A surprise that may suggest strong
variation in the philosophy and function
of the different online schools represented
was the fact that no one was neutral on
the question of whether K-12 students
need programs in support of social and
emotional development. The questions from
the survey were not designed to request
that respondents identify their affiliation
according to public versus private school
interests. However, this may be an influential
factor worthy of further exploration in a
future study.
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