Engaging Parents in a Virtual Setting
Betsy is an instructional coach & teacher at Gull Lake Virtual Partnership, Richland, MI
Having a child in a virtual class at home comes with expectations for parents that are often new, unexpected, and unclear. Past experiences or faulty assumptions may set students and families up for frustration. Other students, however, thrive in the new virtual environment, feeling empowered by the flexibility and choice. Recent research has attempted to identify and measure the most effective types of parental support for virtual students at home. Parents may breathe a sigh of relief that they do not need to be an expert in Algebra or World History to have a significant impact in supporting their virtual learners.
It has long been established that supportive parents at home correlate with higher achievement and reduced behavior problems in the classroom. The same is true in the virtual classroom. Students with increased parental involvement tend to have higher achievement and greater occurrence of course completion. It is difficult, however, to deduce what comes first. The self-selecting nature of virtual schooling fails to produce a control group; perhaps involved parents are more likely to select virtual schools. There does remain, though, a variance among even voluntary virtual students in achievement and course completion. This may be because, while families choose virtual schools, they may not have an accurate picture of the amount and type of support students require. Also, teachers rely on parents to be their eyes and ears at home, at any grade level, even in high school. While in the classroom, teachers learn to decipher a confused look or lack of engagement, at home it is the parent who will witness behaviors associated with frustration and confusion and then take the necessary actions to address student confusion and achieve understanding.
The most beneficial types of support may be surprising.
First, the type of parental support more strongly associated with better student outcomes is not academic in nature. Many parents will breathe a sigh of relief at this data, as they often don’t feel confident tutoring students in all subjects; that may be the very reason they selected virtual school. The types of support that generate the greatest gains include the following:
Expressions of belief in the student’s ability to be successful
Encouragement to finish hard tasks and problem solve
Encouragement to try new things
A generally positive attitude towards the opportunity to participate in virtual schooling
Other parental actions that aid in student success in online courses include modeling responsible work habits and problem-solving in their own activities.
Second, the amount of time effective parent learning coaches interact with their students is substantial, but not onerous. Studies show an average of 90 minutes per week yields significant gains. On average, 60% of that time is not content related; parents are simply providing encouragement to students to finish. They may also be encouraging students to reach out to their teacher, as student-teacher interactions are also impactful and tend to focus on content and instruction.
Moreover, parents should also know that, in surveys, the estimated impact of parental involvement by stakeholders (parents and students) was perceived as more important by students than it was by parents. Take note that, even when advice and encouragement seem to go unrecognized, students report that the counsel is helpful.
In addition, the timing of parental support matters. Studies looking simply at the volume of parental feedback found a negative correlation to student outcomes. However, researchers hypothesize this is because the volume of feedback happened at the end of a course and perhaps only after the teacher reached out due to failing grades. This triggers a negative, tedious conversation between parent and child and often reduces the likelihood of course completion. In contrast, students report feeling positive about a virtual course when they feel supported by parents who believe they can be successful.
What is the role, then, of the virtual school to support and educate parents on how best to support students? Several schools and programs have developed guidance as well as self-assessments so that families can determine if virtual schooling is an appropriate fit for them. When families begin the journey in online education with inaccurate expectations, the ability to provide all of the types of positive support listed above is hampered.
Other ideas and opportunities to educate parents may occur at an open house, zoom support sessions specifically for parents, and parent-to-parent mentoring programs. Something as simple as frequent and succinct emails or social media posts highlighting effective virtual learning support strategies can also have an impact. Finally, educate parents early and remind them often to contact a teacher or staff member as soon as a concern arises, rather than trying to “tough it out” at home. One virtual school had a parent orientation module that included a disclaimer: If you feel stuck, please stop and reach out to a staff member immediately. Contact info was also readily available and nearly continuously monitored.
While addressing the isolation of virtual students is often discussed, preventing feelings of isolation for parents is also key. Research supports what virtual teachers already knew: parental support is key to student success. Through thoughtful planning, schools can support parents by directing them towards the most efficient and impactful strategies, backed by research.