Online Learning

The instructional format of the NEW Saline Alternative High School has implemented a largely online learning experience, for the majority of the core classes required by the Michigan Merit Curriculum. Students engage in lessons provided through the accredited vendor Education 2020. Tutorial, re-teaching and curricular explanations are provided by certified teachers and instructional para-professional staff. For many, taking classes in this format has proven to be a highly motivating, academically competitive learning experience. The curriculum is consistent. Credit accrual has been swift, and some have achieved early graduation.

However, as instructional leaders, we often question whether this online experience will adequately prepare students for what comes next: post-secondary education, the work force, or the military. Are we doing all that we can to prepare them for the rigors of those experiences?



A review of more than one managerial preparation website questions the validity the total online experience in efforts to prepare the student with other skills necessary for life. Are we neglecting to instruct students in the requisite "soft skills" that they will need for a successful adult life? The Ladders, a web based career preparation company, suggests that even IT executives must posses sensitivity, common sense and people skills in order to keep the job that the hard skills posted on a resume secured for them. Read more at http://goo.gl/dHXq1




In an effort to ensure that all students are prepared for whatever "comes next," the NEW Saline Alternative has employed a thematic programming component to aid students in becoming more well rounded, employable, compassionate citizens of the community. Each week, a theme is chosen that guides instruction in BASE classes. Teachers present the theme and provide talking points to begin discussions. As the week progresses, students practice skills they've learned in a non-threatening, small group discussion format.

While it is difficult to measure what impact this instruction has played, there are some related data: disciplinary referrals are down from October, attendance is up significantly from last year, and students are showing an increase in confidence, self-worth and self-satisfaction.

We will continue to question if this alternative experience, provided largely in an online learning community, is what is best for the traditionally unengaged, at-risk learner. For now, predictions are good that this form of instructional delivery, coupled with valuable instructor face-time, is working and producing students that are informed, curious and ready to contribute.