As a teacher in an onsite/online program I have had very little success
with online programs.  As a rule, GED students have had academic
struggles. Reading and math are the two subject areas that they have
difficulty with. That is the general reason for non completion of high
school.  To put a GED student in an online only program is risky at
best.  They need MORE one on one and face to face instruction.  not
less...

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Stephanie Moran
Sent: Tuesday, February 03, 2009 2:31 PM
To: 'The Assessment Discussion List'
Subject: [Assessment 1610] Re: Transition models



One thing we have found to be true for most of our GED Ss is that a
purely online program does not work-if they could have learned on a
computer alone, they would have done an online HS completion program.
Our students face such a myriad of obstacles that with the rare
exception of the true computer-loving-student, our students need us to
help them navigate higher-level coursework. A hybrid course may work,
but only if it meets f2f about as often as not.

 

David's #2 question is a great one for us all to consider because they
transition grant we have has made developing curriculum easier to
manage.

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of David J. Rosen
Sent: Tuesday, February 03, 2009 8:44 AM
To: The Assessment Discussion List
Subject: [Assessment 1581] Transition models

 

Assessment Colleagues,

 

I have some questions for the guest experts and for others who work in
transition from adult secondary (GED/ADP/EDP) to post-secondary
education: 

 

1) what is the range of models of current transition programs? Are they
all separate transition classes? Are some ASE/GED classes that are
beefed up with transition content? Does anyone use a blend of online
instruction and face-to--face mentoring (for example 2- 3 hours/week of
one-on-one or small group mentoring accomianied by 6-10 hours a week of
online transition self-study)? Does anyone use a pure distance learning
transition model? Are there other models? 

 

2) Given the thin resources available to support separate transition
classes, how can adult secondary education programs add an affordable
transition component? What strategies are you thinking of?

 

3) I have been thinking about a design for a blended transition model --
face-to-face mentoring in combination with a highly-structured online
transitions curriculum. How does that idea strike you? Does it already
exist someplace? Is anyone using it now? How is it working?

 

Thanks.


David J. Rosen

djrosen at theworld.com

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