Chris Mizel

Final Paper

Should K-12 schools offer online classes to their students (as discussed in special feature 8 in

your text)? Should an online high school degree be acceptable for college matriculation? In

what ways would a student’s education be different in a traditional school versus an online

school? Finally, please include a recommendation on whether or not K-12 schools should offer

online classes.

When considering online classes at the K-12 level there are several issues to be

discussed including; if online classes should be offered, if online degrees should be acceptable,

and how online students will develop differently. All of these contribute to whether an

educator believes in online classes at the K-12 level. With that said it is clear that online schools

have taken off in the last five years and students and schools of all types are taking advantage

of this fact. While it may be too early to determine the effect of online schools and classes,

what is clear is that this new direction in education is here to stay.

As a way of considering whether or not online classes should be offered many sources

offer the advantages and disadvantages of such a program. One such web site is Diploma

[Link] which seeks to help students understand the ins and outs of such an educational

plan. They break the advantages down into three main issues; pace of work, distractions, and

subject matter. The biggest advantage according to Diploma Guide is the pace at which a

student can work. They claim that being able to work at a pace that is comfortable for an

individual is a great strength of taking courses in high school online. They point to an
accelerated pace in the case of gifted students and to a slower pace for those with situations

that are not typical, such as having to work while in high school. While the possible advantages

of the pace of work are clear, it becomes a question of if most students have the discipline in

takes to manage their own pace. In this case I would say the answer is no. The need for an

adjusted pace particularly in the case of students who have added responsibilities is an

appropriate idea, however I don’t fully agree that this would be an advantage.

In addressing the second advantage listed for online classes; distractions, or in this case

lack thereof Diploma Guide speaks of the absence of social distractions. While it is clear that

not having to deal with social issues positive or negative will certainly allow students to

concentrate on studies, there are many problems associated with this lack of social interaction.

While academics is a key part of student’s development the socialization they gain during the

teen years is a significant aspect of the transition from being a child to adulthood. The final

advantage of being able to concentrate on certain subject matters that are particular to college

or career aspirations, is perhaps the strongest of those listed on Diploma Guide. Of course the

problem involved with this particular aspect is the lack of a fully balanced general education.

Among the disadvantages that Diploma Guide includes are those already addressed

such a lack of discipline and absence of social high school aspects. In addition they include the

fact that many online high schools are not accredited meaning that employers and universities

many not accept the credits earned in such classes. Because of the increased interest in online

education over the past decade accreditation for such schools has been developed however at

times it is hard to determine which schools have the correct accreditation.

 Among other sources that consider the advantages and disadvantages of offering online

classes at a K-12 level the same issues are examined. With that in mind the issue of offering

these types of course is a complex one. While academic focus practicality could be increased by

such a program, it is clear that education is about more than just academics. This is an issue

that simply cannot be addressed in an online world. The issue of accreditation is perhaps the

most serious in this case and because of the fact that traditional education is still the norm it is

nearly impossible to ensure complete academic integrity.

The conversation of online classes at a pre collegiate level is spun into further

controversy when you consider not just taking online classes but actually completing the

requirements for a high school diploma online. Just as quickly as online colleges have become

the latest and greatest in education now online high schools are beginning to crop up and

attract more and more students. Harris Johosta in an article featured on Education [Link]

points out that the reason for the popularity of these schools is because of the opportunity they

give students who failed to complete traditional high school. The reason for students failing to

complete traditional high school vary greatly from simply dropping out to being forced to work

as a teenager because of family need. For this reason at its foundation the idea of online high

school degrees seems like a good one. However as Johosta points out completing one’s

diploma online must be approached with extreme caution.

The issue becomes the integrity of online degrees based on accreditation of the schools

offering them (Johosta, 2). The biggest caution set forward is that of school’s that make

“outrageous” claims involving what it takes to complete the requirements for a diploma. Offers
that seem too good to be true probably are in this case. In most cases the problem comes with

private schools who are offering diplomas. Private schools are not regulated by the

government and often their requirements are not up to par with basic academic standards

(Johosta, 3). It is with this point that the issue of online high school diplomas being acceptable

for universities becomes the most controversial.

Because of the subpar standards of many emerging online high schools many colleges

and universities refuse to accept any credits from such institutions. Others accept a very

limited amount of classes and diplomas from online schools. On top of this many other issues

come up concerning student’s college futures. According to Eleanor Chute writing for the

Pittsburgh Post Gazette, online high school courses often don’t meet NCAA athletic standards.

In order to compete in NCAA athletics students must be cleared by the NCAA Clearinghouse

which governs academics for university athletics (Chute, 1). Recently the Clearinghouse put in

writing a new policy outlining what types of course are acceptable to for eligibility in NCAA

athletics. Among the focus of the new standards was the need for core areas of focus (Chute,

2). In a more detailed summary the NCAA also requires; that students have regular interaction

with instructors and other students, that all assignments and exams are available for further

evaluation, the course must be completed in a defined period, and the courses must officially

appear on a student’s high school transcript (Chute, 2). With these details laid out many online

high schools cannot meat such standards.

With these issues both general and specific being put forward the question of accepting

online diplomas at the college level becomes much clearer. It seems as though the risk and
uncertainty involved with online diplomas is great therefore making the idea in general not the

most useful. While such degrees have practical usefulness in some cases and monitored

properly could be quite successful, it seems as though such guidelines and restrictions are not

in place. With that said in general I would not believe that online diplomas are acceptable,

accept in extreme cases in which candidates and schools should be evaluated very carefully.

With a detailed analysis of the aspects of online K-12 education outlined, the basic

differences in a traditional verses online education should be examined. As previously

mentioned one of the most serious differences between these two forms of education comes in

the social interaction that takes place between students. In traditional setting students, of

course, have the opportunity to interact at both a formal and social level. While at times this

interaction can be painful and distracting for teenage students in the end it contributes as a

whole to the maturation and development of the student. Controlled academic interaction also

contributes greatly to a student’s future needs. By learning to express themselves and work in

groups students begin to prepare for a work force that calls for a significant amount of

collaboration. Not only that but students are able to be involved in the competitive world of

academics, which is a theme that runs through a post secondary education as well as into the

work force. The lack of social interaction for an internet based education is perhaps the

foremost difference in the traditional verses internet debate.

Another difference between the two forms of education comes in the time frame

involved. First the time and length of classes being offered is often different in an online

program. Many times the terms of an online program are much shorter allowing for
accelerated pace or longer allowing for an extended time. The question comes in if the pace of

work and terms is close enough to traditional standards. Often when terms are shorter less

work is expected and when terms are longer students are not required to complete work in a

timely matter. Often time’s classes are also offered with a very undefined time of completion

and pace. While this helps those who are working and going to school, it brings into question

the credibility of the education being received.

In support of these two factors is a study done by Roblyer in 1999. After extensive

questioning of students who had a choic of both formats Roblyer found that the reason for

students choosing internet verses traditional courses revolved around the above two issues. In

the case of internet students the pace and time of the work was the key factor (Roblyer, 159).

As a contrast the factor most important to students who stayed with a traditional format was

interaction with other students (Roblyer, 161). These choices expressed by students support

the idea that time and social interaction are two of the most important differences involved in

the debated between the two forms of education.

A final major difference to be considered in this debate involves the techniques of

instruction. While a traditional format allows for several different techniques including; lecture,

group work, projects, and independent study, an internet format is much more limited in what

is possible. When taking internet classes there is no basis for formal instruction from a teacher

to a student. While teachers can select materials and ask students to look at them as a basis for

assignments the responsibility of taking in the material lies with the student. In the case of

traditional education the teacher is able to cover base material in class leaving the
responsibility on the teacher. Communication between students and teachers is also a key

issue involved with teaching techniques. While a student can simply raise their hand in a

traditional setting, they must put all questions and discussion in written format for an internet

class. Yet another factor on this note is that of real time. In internet education very rarely are

lessons and communication done in real time, making for a very different feel of interaction.

While group work can be done in an internet format it also takes on a much different form.

Technique of teaching is a serious issue in education as a whole not only in this debate

between traditional and internet education. This fact is why technique becomes such an issue.

The biggest question is if learning is taking place or not. In many cases it becomes apparent

that high school aged learners are simply not mature enough for a independent study type

format. While they may be able to get through the material they may or may not be learning

anything. The question of how much a student is learning or not also comes up in traditional

education, however it seems as though it would be much more difficult to fake in a traditional

setting.

It seems as though with all issues considered the question of internet based education

at a K-12 level becomes more and more complex. With that said it is important to take in

information on both sides of the argument. When everything is put together it is clear that

there are several advantages and disadvantages to internet education. Also to be considered

when forming a final opinion is that of the variety of students that internet education may be

able to help. As one considers that issue they ask the question of if internet based education
should be opened to everyone or just those in “special” circumstances. With all of this in mind I

come down quite strongly on one side of the debate with a few caveats to be considered.

I do not believe that K-12 schools should offer online classes for several reasons. The

first and foremost is the issue involving social interaction. Social development is perhaps the

most important issue at stake during the teen years of a child’s life. When looked at from a

holistic perspective social development is even more important than academic education. With

that in mind it is clear that those participating in internet classes are greatly lacking in this area.

Often time’s students might elect to participate in internet classes because of the fact that they

are abnormal when it comes to social interaction to start with. It may be that students have

become outcasts in school and therefore choose withdraw from interaction with other

students. While a more positive environment might be healthy for students, withdrawal is

clearly not good for maturity of teenagers. It also might be the case that students are forced to

withdraw from traditional school due to teen pregnancy or other extenuating circumstances.

While this situation may lead many to feel sympathy for such students, again it is clear that

social development will be stunted if a student is pulled out of an environment with peers. The

answer I suggest in a case of extreme circumstance is one that preserves traditional education

while allowing for necessary adjustments. Perhaps students could be allowed to take a limited

number of internet courses but be required to remain in several traditional classes.

The second issue that weighs by recommendation for K-12 internet education comes in

the integrity of academic standards. It is clear that there is not an effective way of requiring all

online schools to meet certain accreditation standards. With that in mind it is no wonder why
students would choose to enter programs that are internet based that require less work. At the

time it may seem like an easy way out however lack of accreditation creates serious problems

for future education and employment. The risk of course work not carrying over is one that

leads me to approach internet schools with extreme caution and doubt. The rule of thumb

when completing one’s diploma should simply be if it seems too good to be true than it

probably is.

While I don’t recommend internet based education at the K-12 level I do recognize a

few circumstances in which this form of school may be the best choice. The first case and

perhaps weakest argument would be that of a student who is forced to work to support their

family while in high school. Often work from students is the only way for a family to get by,

therefore it seems practical to offer an alternative way of finishing one’s high school diploma.

The second exception to the rule would be that of a student who feel behind in high school for

reasons beyond their control. This may include prolonged illness or differences in standards of

school districts that the student is moving from. I this case once again internet course may be a

useful way for students to catch up or complete their degrees. Finally perhaps the strongest

reason for allowing internet classes is in the case of U.S. born international students like in the

case of the children of missionaries. Often in this case missionary families desire their children

to receive an accredited U.S. education which in unavailable in the place in which they are

deployed. In this case it would seem very appropriate for a student to be able to do a part or all

of their education in an online format. In this case of course accreditation is key if the student

someday wishes to attend college in the United States.

 With these factors in mind as possible examples of where internet education might be

recommended, I remain quite convinced in the opinion that as a whole internet courses at the

high school level or below are not the best idea. While they may seem to make sense because

of advancing technology and the variety of situations that students find themselves in today,

this is simply not enough to override the disadvantages. The lack of socializing and poor quality

of content are issues that are far too important to overlook in the life of a developing young

person.
 References

Ahmed, Azam., Online learning attempts to make the grade in Chicago schools. Chicago

Tribune, (2010).

Bolton Michele., Online high school courses grow in popularity. Boston Globe, (2010). Retrieved

online:

[Link]

_popularity/

Chute, Eleanor., Online high school courses may not meet NCAA rules. Pittsburgh Post-Gazette,

(2010).

Diploma Guide, (2010). Online High School Advantages and Disadvantages.

[Link]

Excel High School (2010). High School Courses Online. [Link]

[Link]

Johosta, Harris, (2005). Online High School Diplomas.

[Link]

Katers, Nicholos, (2010). Advantages of a High School Diploma.

[Link]

Noguchi, Sharon., San Jose Unified’s online school a first in the Bay Area. Mercury News. (2010).
Online [Link], (2010). Earning a High School Diploma

[Link]

Roblyer, M.D., Is Choice Important in Distance Learning? Journal of Research on Computing in

Education, (1999). Vol. 32, p. 157-171. Retrieved Online:

[Link]

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cno=EJ595425