Abstract
Transitioning from brick-and-mortar to online learning spaces can be challenging for students and their families. Students who are unprepared for the rigor and time commitment required for online learning may become dissatisfied with their experiences. Additionally, students who do not dedicate themselves to gaining the requisite digital skills are often beset with frustrations and delays. This article by Davidson Academy Online’s Jessica Potts, PhD and Lauren Bowman capitalizes on more than a decade of experience in fully virtual classrooms and offers recommendations to help students and families prepare for the transition to online learning.
Introduction
While online learning has existed in one form or another since the 1990s, it began to take off as a viable alternative to brick-and-mortar institutions in the early 2000s. Data from the NAIS K-12 Online Learning review of literature showed that in 2010, 70% of independent schools offered online learning, and by the 2021-2022 school year, 726 full-time virtual schools existed in the US, with one-third of those schools identifying as charter schools (Molnar et al. 2023). With its rise came a lengthy list of reasons why online learning might be beneficial for students, including access to specialized curriculum, greater opportunities for students in rural communities or under resourced school districts, and enhanced flexibility for students who do not thrive within the framework traditional school settings. Like any academic environment, online schools are not a great fit for all students, but for some, they offer a world of opportunities. Students who thrive in online learning environments tend to have extensive support at home; basic computer and internet navigation skills; patience, flexibility, and adaptability; strong reading comprehension and communication skills; strong organizational and self-management skills; and enough maturity to interact with others in online spaces (Potts & Potts, 2017).
Even for students who are well-positioned to be successful, transitioning from brick-and-mortar to an online school setting can be challenging. In our respective roles as members of the administrative and support staff at Davidson Academy Online—a fully virtual independent school for profoundly gifted students—we have witnessed even incredibly bright learners with supportive and tech savvy families struggle when they make the leap to online learning. This article presents recommendations for making that transition based on research and more than a decade of experience in online settings. While the recommendations are aimed mainly at students and their families, we hope that teachers, counselors, and administrators find them useful as they help their students to navigate the world of online learning.
Recommendation #1: Know What You’re Signing Up For
In the same way that there is a broad spectrum of academic programs within brick-and-mortar institutions, there is an equally wide array of structures, options, and academic programs within online institutions. Some online schools allow students to participate in self-paced courses, while others ask students to follow a predetermined pace. In some, students will participate entirely asynchronously, others require intermittent connection with faculty or peers, and others still offer an entirely synchronous online experience. A student’s academic path and curricular options will also vary widely from school to school. As with any school choice, it is essential for families to understand the framework of an online school prior to enrollment, not only to ensure an appropriate fit, but also to allow for preparations in terms of scheduling and support. An understanding of the intended structure of the online school can also guide families as they make requests of faculty and staff. Online programs should be up front with the framework and participation requirements, as clear communication about this vital information can help students to prepare for the transition to the virtual environment. At Davidson Academy Online, this meant painting an accurate picture for prospective families during Open Houses and via infographics, videos, and curriculum maps on our website. Since we started emphasizing the pacing, engagement, and attendance requirements during the admissions process, we have had less confusion and more buy-in to our brand of online learning.
Recommendation #2: Understand the Time Commitments Required for Online Learning
Regardless of whether families are looking for supplemental or full-time online courses, it is vital that they understand that high quality online courses require a substantive time commitment. Program administrators should clearly communicate what the workload will look like in all of their literature: how often should students login to the Learning Management System? How frequent are synchronous live sessions? Are synchronous meetings mandatory or optional? How much work should students expect each week outside of live sessions? Having accurate guidelines can help families to anticipate what their weekly schedules will look like and how they can help their children develop a schedule that will set them up for success. During Open Houses, our Student Services Team—which is comprised of school and college counselors—share both real-life examples of students’ schedules and discuss the time management support that incoming students receive. Explicit instruction in time management has been found to ease the transition to online spaces (Nawrot & Doucet, 2014), suggesting that these supports are vital. It is also important that families respect school hours, especially if there are synchronous components. Online learning can be flexible, but success is dependent on creating protected time where students are devoted to schoolwork. Families that are new to online learning may not take the time commitment seriously and are then disappointed when their children perform poorly. Conversely, families that approach online learning as a time-intensive endeavor tend to transition successfully, leading to more satisfaction with online learning (Carter Jr et al., 2020).
Recommendation #3: Create a Series of Supports for Online Learners
Parents and educators should be aware that even the most responsible students may need direction and guidance to optimize their work habits for an online setting. Research has found that family support, including both words of encouragement and regular check-ins, is one of the most important factors for student success in online spaces (Carter Jr et al., 2020). While virtual learning affords students a significant amount of independence, K-12 students may need assistance when learning how to effectively create to-do lists and prioritize tasks without the physical presence of an instructor. Students who are most successful in the transition to online education learn how to strategize with their time and understand when it is appropriate to multitask and when it is necessary to “singletask.” Semi-independent students may utilize the Pomodoro Technique or other well-known time management techniques to keep them on track. However, most students will need to be taught these techniques explicitly. Both parents and school representatives have a part to play in scaffolding effective work habits for new online learners, and those supports should remain in place until students are able to self-regulate and internalize effective procedures.
Recommendation #4: A Little Bit of Digital Literacy Goes a Long Way
While most online K-12 programs don’t expect students to come to them having mastered computer science, a little bit of digital literacy goes a long way. Research has found that computer competency affects students’ learning outcomes and satisfaction in online classes (Martin, Stamper, & Flowers, 2020). Additionally, students’ attitudes about technology and online learning significantly influence their readiness for online learning (Hergüner et. al, 2020), suggesting that students should approach online learning with a certain degree of tech fearlessness, if not tech savvy. Most online programs publish their technology requirements publicly, meaning that families can make plans for both acquisition and training ahead of enrollment. Many programs also offer training sessions for both students and parents. These training opportunities are vital for families making the transition, as the myth of the “digital native” is just that (Kirschner & De Bruyckere, 2017). Learners need to be explicitly taught how to effectively utilize online learning tools, and students who shun training opportunities may find themselves frustrated and beset with delays. At Davidson Academy Online, we mandated a First Year Seminar for incoming students that takes place two weeks before the school year begins, and it has helped immensely in terms of student readiness and self-efficacy. Families that are hoping to make the transition to online learning as smooth as possible should not only ask educators for recommendations for digital literacy training, but should also encourage their children to test out all required technology well ahead of the first day of school.
Recommendation #5: Create Environments that Minimize Distractions
Dedicated workstations are essential elements of a virtual learner’s toolkit. Families should intentionally create environments that are separate from a student’s home or recreational spaces and free of distractions. While online learning is often touted for it “anytime, anywhere” ethos, on-the-go setups are not appropriate for most online learners. We learned quite early that students who access courses from bed, from a car, or from a busy café are inevitably less engaged and less successful. Dedicated learning spaces—which include a desk, a comfortable chair, appropriate lighting, and all necessary learning tools—inevitably result in a smoother transition and greater student satisfaction. Students should also be encouraged to utilize headphones, particularly if they live in an environment where household occupants or external noises might disrupt their class experiences.
Unfortunately, the internet itself is awash with distractions, and families should take this reality seriously. Since younger students tend to lack the self-regulation they need to be effective in online environments (Pérez‐Sanagustín et al., 2021), families may choose to utilize monitoring systems that minimize distractions or eliminate the ability to browse the web on off-topic quests. While “cyberslacking” can yield positive consequences dependent on the time invested or the purpose of the off-topic behavior, the use of technology for procrastination is generally associated with poorer outcomes for students’ psychological well-being and academic performance (Krishna & Agrawal, 2023). Students who are new to online learning tend to benefit from support systems that minimize these kinds of online distractions while also giving them the option of periodically unplugging.
Recommendation #6: Foster Strong Communication Skills
While many online learning communities feature real-time connections, online learners must intentionally develop their written communication skills, as many interactions will occur in asynchronous spaces. Students should always be polite in their communications, but they should learn to codeswitch (cater their communication to both the people they are interacting with and the conversational setting) based on their method of communication. A direct or instant message may be more casual while a more formal tool like email might require a more professional approach. Families and schools can collaboratively set expectations for student outreach etiquette and set expectations for faculty responses. Parents may wish to model professional communication habits or teach students how to send a polite message, sharing how they themselves might send a communiqué to a colleague. Schools can also model expectations for communication more broadly by setting expectations via essential clarities and community guidelines, or via new student orientations and training. At Davidson Academy Online, learning how to appropriately communicate with teachers and classmates is a vital part of First Year Seminar. Students can employ these new communication skills to connect with their peers, as creating strong social connections is vital in virtual classrooms. Students should intentionally find ways to communicate with their classmates, just as they would in a brick-and-mortar setting, and schools should work to foster those connections, as relationships with peers can positively reinforce academic performance and psychological wellbeing (Potts, 2019). Students can connect directly to establish study groups, participate in clubs, or participate in social events like movie nights.
Recommendation #7: Balance Online Learning with Offline Activities
Students who are transitioning to online learning should find ways to connect with their local communities, including unstructured social time with neighbors or more formal, structured opportunities like lessons or team activities. Older students might consider youth volunteer opportunities or a part time job. Finding ways to expand a student’s social network, build a local community, and foster a sense of belonging are important for an online learner’s well-being. Students with local pursuits are often less tempted to linger in online spaces and less inclined to allow schoolwork to consume their available free time. Similarly, families with online learners should plan for time outdoors, as studies show that outdoor time is positively associated with academic performance within certain limits (Wang et. al, 2023). Conversely, excessive screen time is associated with depressed physiological and socio-emotional development (Domingues-Montanari, 2017), and outside time could be a useful corrective.
Conclusion
Transitioning from brick-and-mortar learning to an online environment is easier said than done. However, students who develop a sustainable routine and have a support system for online learning have the unique opportunity to enjoy the benefits of a best-fit academic environment and the autonomy and flexibility afforded by online learning. Students succeed when they approach online learning like a professional commitment: intentionally building relationships, establishing a protected workspace, becoming comfortable with technology, and striving for school-life balance. Families and school staff may function as cooperative parts of a student’s support system, both in terms of academic scaffolding and establishing healthy routines. Students who are fully supported during the transition process are more successful and more satisfied with the experience, thus creating a more positive and wide-reaching understanding of the benefits of online learning.
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Permission Statement
This article is provided as a service of Davidson Academy Online, an independent, fully accredited online school for profoundly gifted middle and high school students living across the United States and Canada. Davidson Academy Online offers an advanced educational opportunity matched to students’ abilities, strengths, and interests. To learn more about Davidson Academy Online, please visit www.DavidsonOnline.org.