Rethinking Success for Online Learners: It's Not About the “Perfect” Student, It's About Perfecting Support
Over the past 25 years that I have been in this field, one theme has consistently been raised: "Can all students be successful as online learners? If not, can we predict which students will be successful?”
This is such a salient topic, in fact, that our Digital Learning Collaborative Executive Committee dug into it during our monthly discussions last week. What follows is a combination of the DLC members’ views and my own experience in the field.
As online education leaders, we've been challenged to define what an ideal online student looks like, to identify and quantify the traits that predict success in an online learning environment. The underlying aim is to establish a benchmark that can be used to collect data and evaluate potential students to predict how successful they will be in this new environment before admitting them into online learning programs.
This approach, though logical at first glance, bears a significant flaw. We don't apply the same standard to traditional brick-and-mortar schools. Students of all abilities and backgrounds are welcomed into physical classrooms without prior evaluation of their suitability for in-person learning. Why then, do we demand a different standard for online learners?
Success in any learning environment is not a monolithic concept. In brick-and-mortar schools, students have different strengths, weaknesses, and learning styles. Some excel academically, others shine in the arts, and some demonstrate exceptional interpersonal skills. The same diversity applies to online learners.
Instead of focusing on the elusive quest to identify the “perfect” online learner, maybe it's time to shift our focus towards developing better support systems for online students once they're enrolled in our schools and programs. Let's ask ourselves: how can we foster an environment that nurtures each student's individual strengths, helps them overcome their weaknesses, and allows them to grow at their own pace?
This question is particularly pertinent for full-time online schools, district or charter, that can't deny a student's enrollment. Many of these schools find themselves catering to a diverse range of students. Some are gifted learners, seeking access to advanced courses not offered in their local schools. Others are at-risk students, for whom online learning represents a last chance to stay engaged in education, and many others come for a wide variety of reasons ranging from having special learning needs, to being bullied, to being successful in non-academic areas and needing more flexibility (actors, athletes, etc.).
To make online learning successful for all of these students, our support systems must be robust, adaptable and inclusive. They must recognize that each student's journey is unique, and provide personalized guidance and resources tailored to their specific needs. For example, at-risk students may require additional support in the form of mentoring, while gifted students might benefit from access to more challenging content and opportunities for acceleration.
Inclusive support also means acknowledging the social and emotional dimensions of online learning. Providing opportunities for peer interaction, collaboration, and engagement can enhance the online learning experience and contribute to students' overall well-being.
Ultimately, the question isn't whether all students can be successful as online learners. With the right support system, they certainly can be. The question we should focus on is, how can we, as online education leaders and educators, redefine and broaden our understanding of “success” in online learning? And how can we create environments that allow every student to realize their potential, regardless of their starting point?
Let's shift our focus from predicting success to cultivating it. Because every student, whether learning in a physical classroom or online, deserves an education that meets them where they are and equips them with the tools to succeed.
