K-12 School Computer Networking/Chapter 25/Using Distance Learning as a Platform for Assisting Homebound Students

Introduction
A Homebound Instruction Program is a special service where a certified teacher provides instruction commensurate with a school district's curriculum to students in their personal homes, a hospital or convalescent home, or any other facility not within the bounds of the students' assigned school building.

Students may require homebound instruction due to prolonged illness, injury, pregnancy, or any other type of temporary or long term exclusion, such as a long term suspension.

Rationale
Whenever a student misses classes for any substantial length of time due to illness or any other type of temporary or permanent physical or emotional condition or disability, they are often met with extensive work to be completed upon their return. This often presents a very difficult situation for students, whose health may already be compromised. For this reason,many school districts have implemented a Homebound Instruction program designed to meet the needs of these students. Distance learning presents a viable platform for delivering appropriate instruction on an as needed basis.

Traditionally, when a student is placed on homebound instruction, a certified teacher comes to the student's home or place of residence for an hour or two two to three times a week. Assignments are provided by the "regular" classroom teacher. Although the obvious advantage of this approach is the ability of the student to stay current with assignments, many aspects of the educational program are absent with this method. First is the absence of social interaction with other students. Homebound instruction, by its vary nature, is usually between the student and the homebound teacher. In this environment, students miss out on the social skill attainment which is also crucial for balanced development of the whole child. Another disadvantage of homebound instruction are the limited types of instructional strategies available in this setting. In my experience, I have noticed that in most cases, the instruction is provided through a more or less "traditional" means of reading a text, answering the questions at the end of a chapter, doing worksheets, and passing paper and pencil quizzes and tests. Distance learning would allow for a variety of instructional approaches, including cooperative and collaborative learning, synchronous and asynchronous discussions,and simulations such as virtual field trips.

Applications in K-12 Education
Distance learning has traditionally been utilized in higher education and industry. It is possible to earn a college degree without leaving the comfort of one's home and pajamas. Likewise, companies use DL as a tool for distribution of training classes, thereby saving costs that would ordinarily be incurred with bringing in a trainer or consultant.

Distance learning has not been as prevalent in the K-12 learning environment. There are, however, forms of DL that are becoming more commonplace in elementary and secondary schools. "Online learning - for students and for teachers - is one of the fastest growing trends in educational uses of technology" (Means, Toyama, Murphy, Bakia, & Jones, 2009, p. xi). Further, in a 2009 survey conducted by Picciano and Seamon, they estimated that more than a million K-12 students took advantage of some sort of DL platform during the 2007-08 school year.

Applications for K-12 education include:

Instruction for Homeschooled Students Virtual High Schools Instruction for Distributed Classes Interactions with Outside Experts Mentoring and Tutoring Collaborative Projects Access to Remote Resources Staff Development Programs

I propose that DL would be a valuable resource for homebound students as well. According to a 2009 study by Planty, Hussar, Snyder, Kena, Kewal/Rumani, Kemp, Bianco & Dinkes "Over 1.5 million children in the United States were homeschooled in 2007 for reasons related to school environments, religious reason, special needs, etc." Distance learning technologies offer an immense variety of options for students and parents. Access to the internet opens a wide world of online resources, virtual technologies, and videoconferencing with others.

Example 1

Phyllis is a seventeen-year-old high school Junior with special needs. Phyllis has been identified under Missouri state guidelines as MR/Intellectual Disability with a secondary condition of autism. Additionally, she has been categorized under Section 504 of IDEA as ADHD. Because of her impulsive nature, Phyllis frequently is involved in altercations with other students and adults, often resulting in in or out of school suspensions. Because of the number of suspensions between August and October of the current school year, it has been recommended that Phyllis enter a program of homebound instruction.

Example 2

Sharon is a thirteen year old seventh grader with sickle cell anemia. Due to her health condition, Sharon often misses school. In fact, she has been hospitalized for most of the first quarter. Sharon's IEP team has suggested homebound instruction, in either the home or hospital setting, for Sharon.

Example 3

Abby lives in a remote area of the Genoa City School District. She is a seven year old first grader who would be on the school bus from 6:30 AM until 6:30 PM. For at least half of the school year, she would be leaving and arriving home after dark. Because of her age, Abby's parents have requested homebound instruction for her during the winter months.

Affordances of Distance Learning
Distance learning offers a variety of advantages for K-12 homebound students, including convenience, flexibility, effectiveness, and efficiency.

Convenience

Distance learning provides convenience in location for both instructors and students. Most DL technologies, such as the internet and telephone, can be easily accessed at home. Likewise, others, such as videoconferencing, can be viewed at home from transmissions either live or prerecorded from specific sites.

Flexibility

Distance learning provides students with the option to participate whenever possible on an individualized basis. This would be beneficial to homebound students because they could then view a lesson when a parent would be home from work, and therefore available to help with homework. Additionally, time constraints would be virtually eliminated, thereby allowing one student 30 minutes to complete a lesson, while another may take an hour.

Effectiveness

Distance learning is both convenient and effective. Research studies have shown that DL is at least equal in effectiveness to traditional instruction "when the method and technologies used are appropriate to the instructional tasks, when there is student-to-student interaction, and when there is timely teacher to student feedback"(Moore & Thompson, 1990; Verdin & Clark, 1991).

Affordability

Most homes have access to a telephone line, wireless connection, and the internet, enabling usage of voicemail and tele/video/audio conferencing. For those students whose homes are without a computer, district laptops may be signed out for the duration of the student's homebound instruction.

Multi-sensory

In distance learning, a wide variety of materials are available to meet an equally wide variety of learning styles. For instance, some students may be primarily visual learners. These students will benefit greatly from the video aspect of DL. Other students may be more attuned to the audio learning style. For these students, interactivity may result in higher achievement. In any case. a well designed DL platform offers learners a wide range of choices, thereby increasing the likelihood of higher motivation and recall of educational concepts.

Interactivity

Contrary to popular belief, DL can offer increased opportunities for interaction. For example, a shy student who is reticent to speak up in class may be more inclined to communicate via email or other electronic means. Additionally, a student who is lacking in social skills (such as the student in Example 1 above) may, through DL, have the opportunity to practice appropriate social interaction without fear of reprisal. In any event, through increased interactions, teachers are provided with the ability to more effectively meet the individual needs of each child.

Implementing Distance Learning
Conduct Needs Assessment Course Analysis Audience Analysis Instructor Analysis Technology Analysis

Outline Instructional Goals and Objectives; Provide Instructional Materials

Provide Training and Practice for Instructors and Facilitators

Implement the Program Conduct Ongoing Evaluation Conduct Summative Evaluation

Summary
The various technologies that may be incorporated into a distance learning platform for serving homebound students may be roughly divided into four categories; print, audio (voice), computer (data), and video. Each of these categories has a number of subdivisions, and some may overlap into another category. Any of these technologies may have its own advantages and disadvantages, but each may be implemented at various times to best serve the homebound student.

Print

Textbooks Study Guides Workbooks Fax

Voice/Audio

Radio Telephone Voicemail Audioconferences Audio files/CDs Podcasts

Computer

Email Chat Web-based resources Videoconferencing CD-ROM RSS Smartphones

Video

Videotape Satellite delivery Broadcast video DVD