Learning Beyond the Local School: Distance Learning Programs for Academically Gifted Students

With the rapid advance in computer technology and access to the Internet, learning is no longer confined to traditional places such as classrooms, nor to typical delivery models such as face-to-face instruction. Distance learning is defined as any educational situation in which teacher and student are not engaged face-to-face (Imagine, Nov/Dec. 1995, p. 3). Two critical features of distance learning programs are:

• They transcend the constraints of time and space.
• They are student focused. The student chooses when, where, and how to learn.

There are many different forms that distance learning courses can take. These range from courses completed by mailing assignments to a teacher or mentor to courses in which students gather at a designated spot to view lectures on a television screen. Within the last decade, distance learning programs have become more computer-based, using e-mail and the Internet to connect students and teachers, or relying heavily on multi-media technology such as CD-ROMs.

Some distance learning programs will afford students great freedom to study at times that suit them, be it early morning or in the middle of the night, and at their own individual pace. Others will require adhering to a fixed timetable of assignments and schedule of "class meetings". Because distance learning programs vary so widely, students may be able to choose courses that match their preferred learning styles (preference for group versus individual study, or preference for computer guided study or research versus more traditional forms).

Many gifted students are opting for distance learning courses because their school offerings are limited. Others want to get more courses in a particular area or interest or talent. But most middle- or high-school students who seek distance learning courses are accelerated in school and need early access to high school or college level work.

Learning via the non-traditional methods involved in most distance learning situations requires some special characteristics of students:

• Students must be self-starters (Imagine, May/June, 1998, p 13). They must have the initiative to begin a course and the persistence to complete it. Generally, there will be no one looking over students' shoulders to insure that they are working on assignments in a timely fashion. Students who choose distance learning must be motivated enough to work on assignments alone, without prodding - consistently and persistently.
• Students must have the time (Imagine, May/June, 1998, p 13). There are many distance learning programs and courses now available to learners of all ages and abilities. Typically, students are using distance learning course to take "extra" courses. Families considering distance learning should, before signing up for any course, give serious consideration as to whether students will have enough time to work on course assignments on a regular basis.
• Students must be able to pay for the course (Imagine, May/June, 1998, p 13). Most distance learning programs cost between $250 and $500 per course. Generally, students cannot get refunds if, after registering for the course, they find they do not have time to complete it.
  

While there are many distance learning programs available to gifted students, not all are suitable for them given their learning capabilities and needs. However, any distance learning program, for learners of any age or ability, should have the following two features:

• There should be an individual, mentor, or teacher that can help the student with the content of the course. The student should know who this individual is and should know how to contact him or her.
• There should be an individual that the student or parent can contact to help with the technical aspects of the instructional delivery system, especially if the course uses computer technology. The student should know who this individual is and how to contact him or her.
  

In addition, families considering distance learning for their academically gifted students would want to inquire about the following:

1. Is the program accredited by some valid educational agency (The North Central Association of Colleges and Schools, for instance)?
2. Do the courses carry either high school or college credit?
3. Are the courses appropriate for academically talented students? That is, will the Advanced Algebra course have sufficient breadth and depth for a gifted learner? Can the teacher "tailor" the course via special assignments or other alterations of the curriculum for an academically talented student? Is the instructor willing to do this? Many distance learning programs which offer high school curricula are designed more for the learner who is either not succeeding in a typical high school setting or is unable to or chooses not to attend high school. It is important to determine whether these programs can meet the learning needs of academically talented learners for advanced content and in-depth coverage of course material.
4. Can students go at their own pace in completing the course? Are there any consequences, positive or negative, of finishing early?
   If the course carries high school credit, will the student's high school accept it? Will the distance learning program issue a transcript documenting the course, grade, and credit? If the course carries college credit, can a transcript be sent to any college or university that the student applies to?

Students for whom transfer of credits is very important should make sure the program is itself accredited by a reputable educational agency and can offer credit for successfully completed courses. Families are well-advised to consult with the student's local school counselor or principal regarding how these credits will be handled (Will they go on the student's high school transcript? Will grades for distance learning course count in the computation of the student's GPA?).

Students whose local high school will not recognize credits earned in a distance learning program should consider whether there are still sufficient good reasons to take the course. It may be worthwhile if it will give enrichment in a subject the student is very interested in. Many gifted students use distance learning programs to supplement and enrich their elementary and high school studies.

Some distance learning providers allow you complete an entire high school program, while others offer courses in only a limited area. A few were specifically designed for academically talented learners.

For more information about distance learning and other opportunities for academically talented students, check out the Center's publication, Designs for Excellence.

References:
Education at a Distance, Imagine, May/June, 1998, pp 13-15.
Accessing Distance Learning, Imagine, Nov/Dec. 1995, pp 3-8.