If you ran a school for at-risk teens or non-traditional adult learners, what would you do?
I’ve been fortunate to work in adult education, where this question gets asked daily. What do you do when 100% of your students have the most barriers to learning, and a bad taste in their mouths?
What works, and what doesn’t?
I would focus on two words:
Next week, I am facilitating a live course about BLENDED LEARNING for Virginia Department of Corrections educators.
Want to join us? Sign up for details about how to follow along online!
Here’s a closer look at common adult education program structures (and why I think blended learning is the best):
Business as Usual: Face-to-face Instruction
No matter your student population, some teachers are all about classic face-to-face group instruction:
- long videos,
- and now many students ignoring it all in lieu of cell phones…
Okay, Ferris Bueller is a super exaggeration. I mean, I have seen some really excellent group instruction: engaging, interactive, relevant. But… it’s still face-to-face group instruction.
“What’s wrong with business as usual?” you ask.
Well…if you miss a day, you’re behind. Or you show up, but you don’t understand it, you’re behind. Guess what? Most at-risk students already start BEHIND!
Actually, the truth is that a slim majority of high school students actually pass with business a usual. At least, they graduate.
But I’m not worried about “most students,” and neither are you. We’re worried about the ones who didn’t get it the first time, the ones who fall through the cracks.
What alternative programs do high schools or adult education classes offer for the large minority of students who do not succeed in traditional face-to-face group instruction? How do they stack up against
Worst Outcomes: Self-Paced Online Learning
A few years back, some members of the educational press were crowing that MOOCs (Massive Open Online Courses) were going to be The Golden Ticket that was going to FIX education!
As predicted, MOOCs did not fix business as usual… follow up studies showed that only 10% of students who enrolled completed a MOOC.
These outcomes could be improved by adding elements of faciliated coursework. But that required removing the Massive and Open parts of a MOOC. Then it’s just an OC (online course), and stops being entirely self-paced.
The high school where I worked fell into a similar trap as MOOCs. The district offered online learning for students with barriers:
- teens who had babies,
- were ill for extended periods, or
- their behavior was too disruptive.
Most of the at-risk online students didn’t have the discipline to complete their coursework. For the 10% of motivated, self-paced learners, online learning is critical.
But purely online learning needs additional support, not less than traditional teaching. It works well for traveling artists & athletes, not discipline cases.
Moderate Success: Dual Enrollment
With the merger of workforce development and adult basic education through WIOA, career pathways are all the rage.
Dual enrollment combines high school level study with post-secondary credentials.
Technical training, classes at a local college campus, and supervised work-study tend to help students persist in learning, and give them a head start on productive careers.
There are plenty of data backing up the effectiveness of these programs for those who enroll.
So why aren’t they top on my list?
These approaches are not scalable because enrollment is limited.
And limited enrollment is a good thing! Specialized technical training is not for everyone, especially when we’re preparing people for jobs that won’t exist a decade from now.
On top of that, the students with the most barriers–OUR adult basic education students–are often the least likely to benefit from highly structured programs.
Best Solution: Blended Learning
What can we do?
How can we consistently improve outcomes for adult education or alternative high school programs?
How do we reach the at-risk adults and teens who lack:
- the stability for dual enrollment programs,
- the discipline for self-paced online learning, and
- the attention span for face-to-face instruction?
We throw in a mix of each with blended learning!
Blended learning combines face-to-face, instructor-led programs with self-paced student use of technology.
Multiple pathways are accessible for students in the same building. Through online learning, students can engage the world… while maintaining the support and continuity of instructor oversight.
Vulnerable students of all ages need genuine human connection to successfully graduate.
But they also need the flexibility and autonomy to make their own choices, and accommodate the messiness of life.
Graduate schools have figured this out: they are expanding their reach by adding flexible, blended learning programs that encourage individual inquiry while developing a community of scholars.
Those at “the top” of their careers share the same barriers as those who are most vulnerable:
- unpredictable schedules,
- work and family responsibilities,
- need for increased support, and
- an inability to participate in an immersive on-campus experience.
Blended learning meets all those needs, plus it’s scalable. Thus blended learning is the optimal solution to prepare at-risk high-school-level graduates for a 21st century economy.
Graduates will be entering a world that mixes:
- oversight and autonomy,
- independence and teamwork, &
- technology and human connection.
Blended learning prepares students for the “both… and” aspect of our strange new world.
“Blended learning is the optimal solution… for a 21st century economy.”
Next week I look forward to discussing the details of how to implement blended learning in adult education programs. I hope you can join us!