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Archambault, L., & Crippen, K. (2009). K--12 Distance Educators at Work: Who’s Teaching Online Across the United States. Journal of Research on Technology in Education, 41(4), 363–391. https://doi-org.easydb.angelo.edu/10.1080/15391523.2009.10782535

Casey, D. M. (2008). A Journey to Legitimacy: The Historical Development of Distance Education through Technology. TechTrends: Linking Research & Practice to Improve Learning, 52(2), 45–51. https://doi-org.easydb.angelo.edu/10.1007/s11528-008-0135-z

Rice, K. (2009). Priorities in K-12 distance education: a Delphi study examining multiple perspectives on policy, practice, and research. Educational Technology & Society, (3), 163. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=edsgao&AN=edsgcl.210171495&site=eds-live

The Skills Network. (2016, May 6). Advantages of Distance Learning [Video file]. Retrieved from https://www.youtube.com/watch?v=4m-l-QpqxOo

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As a future high school counselor, distance learning programs can impact the counseling spectrum such as course guidance for all types of students with different educational backgrounds. Distance learning offers the ability to enroll students who are not only wanting to graduate early but also students are behind and “at-risk” of not graduating high school with graduation cohort. Counselors are advocate for all student learners thus “being able to connect with their content and students in a more individualized manner, without the constraints and management issues that go hand in hand with a face-to-face classroom” applies on a daily basis (Archambault & Crippen, 2009, p. 385). Furthermore, counselors must “provide access to educational opportunities where they would not otherwise exist, in an environment conducive to the development of important skills for the 21st century (Rice, 2009, p. 174). In conclusion, the field of K–12 online distance education is continuing to expand and grow, specifically through the proliferation of virtual schools throughout the United States (Archambault & Crippen, 2009).

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Distance learning programs, just like any other new school implemented program need to be measured in order to demonstrate success or failure. Furthermore, it is vital that distance learning programs follow state standards and guidelines. Thus, distance learning programs are as accountable as traditional programs are through alignment with states’ curriculum standards and accreditation (Rice, 2009). Additionally, distance learning programs must provide students similar “face-to-face” education environment services to establish positive and constructive relationships between pupils and instructors. It is imperative to establish that the distance learning environment is the same as or better than face-to-face learning environments (Rice, 2009). However, distance courses can also demonstrate success of participants by including elements from a traditional school environment. Measurable elements such as attendance, retention, and student outcomes are vital in demonstrating if the online education programs are efficacious or not within school environments. Distance learning programs must implement research initiatives for special needs and at-risk learners in distance education environments (Rice, 2009). Therefore, success must also measure “at-risk” and special needs student learners.

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Characteristic #4- Increase demand for teachers

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Characteristic #4- Increase demand for teachers

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Although teachers are currently coming from the traditional classroom to teach in online settings, as the demand for online teachers increases, more educators will be recruited directly from undergraduate programs (Archambault & Crippen, 2009). In a profession where there is constant teacher turnaround, distance learning program offers teachers more of the ability to teach what they are experts in. As the number of students in online classrooms continues to expand, the need for prepared teachers will become increasingly important (Archambault & Crippen, 2009). Not only does distance learning provide teachers in an opportunity to increase knowledge and access more diverse students, it also makes teachers more marketable. Data from this study suggest that face-to-face teaching is a prerequisite for teaching online, and those who teach both online and face to-face classes report that their skills from online teaching enhance and improve their traditional classrooms (Archambault & Crippen, 2009). Although the majority of teacher candidates will go on to teach in traditional, face-to-face classrooms, they may at some point in the future find themselves teaching an online class (Archambault & Crippen, 2009).

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Characteristic #3- Access to K-12 grade levels

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Characteristic #3- Access to K-12 grade levels

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Virtual schools and programs that utilize Internet-based technologies often fall into these pre-existing definitions of distance education (Rice, 2009). Since more and more young age groups are exposed to technology at a percentage higher than before, it is significant to implement distance learning programs at a younger age group, too. Thankfully, distance learning programs are implemented in grade levels other than college. Distance education in the form of online courses and programs targeting grade levels K–12 are often referred to as “virtual schools” or “cyber-schools” and operate in a variety of ways (Rice, 2009). Although a different name for distance learning, virtual schools and cyber schools are becoming a trend in high schools. Furthermore, the ability to offer virtual school or cyber schools allows diverse high school learners who need different accommodations in order to graduate with student’s graduation cohort. Virtual schools offer an organized set of courses leading to the completion of various grades, using the Internet as the primary means of communication (Archambault & Crippen, 2009). Thus, this characteristic allows to further close the graduation gap among diverse student learners.

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Characteristic #2- Accessible to diverse student learners

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Characteristic #2- Accessible to diverse student learners

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In addition to distance learning easier accessibility overtime, it is an educator’s responsibility to make sure that programs are accessible to all types of student learners. Diverse learners such as English Learners and special education student population deserve the right to participate and experience the distance learning trend.

In fact, students are more than likely to experience distance education environments that may offer the “advantage of a more personalized and instructionally diverse educational experience” (Rice, 2009, p. 77). Virtual schools and programs in particular may also offer increased educational options for students who lack access to highly qualified teachers or courses that would not otherwise be available, or who are simply unsuccessful in traditional learning environments (Rice, 2009). The ability to access more students help provide an education to all types of student learners. Increasingly, a growing number of educators find themselves teaching in a virtual classroom without walls (Archambault & Crippen, 2009).

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As a continuation of socially preparing students, distance learning offers student learners the opportunity to continue to socialize and use interpersonal communication. Three recent innovations are particularly useful in increasing interpersonal communication: podcasting, blogs, and the webcam (Casey, 2008). It is fundamental for student learners to communicate in distance learning courses in order to relate courses outside of “school life”. Students and teachers can record their own video images and transmit visual and auditory information to each other (Casey, 2008). The ability to interconnect with online courses provides the connection needed for students to school. Moreover, video blogs, or vblogs, can also increase social presence (Casey, 2008). Since, “webcam can allow students and teachers to see and hear each other in an online classroom and increase interpersonal communication” the overall student success rate in distance learning completions (Casey, 2008, p. 50). Many schools have seen the growing trend of online education and have begun to offer a portion of their face-to-face courses online in either a Web-facilitated or blended model (Archambault & Crippen, 2009).

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With technology becoming more accessible for all students and all types of student learners, distance learning programs are becoming a permanent trend the education world. Distance education can be defined as education or training courses delivered to remote (off campus) location(s) via audio, video (live or prerecorded), or computer technologies, including both synchronous and asynchronous instruction (Rice, 2009). Furthermore, students are becoming more and more technology savvy that distance learning programs are introduced at younger grade levels. Additionally, distance learning programs can be operated by public school districts and other local education agencies, by state education agencies, by colleges and universities, as cyber charter schools, by regional agencies, by consortia of educational entities, and as nonprofit and for-profit organizations (Rice, 2009). With reluctant acknowledgement, educators concede that distance education is here to stay (Casey, 2008).