Module 8: Equity in the Online Learning Environment

Equity in the classroom can be defined as giving students what they need. This can be
things as simple as assignment choices to resources for those that have specialized needs. By
providing an online learning environment that takes into account every contingency of learning,
you have the recipe for a successful educational experience for the student.
After conferencing with Mr. Averett on this topic within his Latin 1B class and the
GAVS learning platform, it is evident that every possible problem that could be forecasted
concerning equity in the classroom has been adequately addressed. In our discussion, Mr.
Averett was enthusiastic about the learning opportunities offered by GAVS. He also works part-
time for the Alabama Virtual School (he resides in Alabama), and he had also worked for the
state of Florida in their online learning platform. Based on his experience with all learning
platforms, he felt that GAVS was a premiere online learning environment, which afforded all
learners many structures that were equitable for all possible scenarios. One such example of
equity is the ability of enrollment from any location. GAVS has students from charter schools,
home-schooled, public, and private venues. There is no limitation on entry based on diversity,
and as long as students are in need of an educational experience, GAVS provides this service.
GAVS has students from as far away as Washington State, to Puerto Rico, and from students that
extensively travel the world based on their parents’ occupations. Two students are children of
professional athletes and are rarely in the same place for more than a week, but as long as they
have internet access, they are able to have a consistent learning experience.
GAVS offers in some respects a more extensive and equitable learning experience in the
public school than what is actually offered. In some of the more rural areas of Georgia it is
difficult to have funding and resources to attract foreign language teachers to small public high
schools. By partnering with GAVS, students can take many courses that are advanced in this
area, all of which can help students with their preparation for collegiate entry. The only
downside would be that the area in which the student lives must check to see if broadband and
streaming capabilities are compatible with the learning platform that GAVS offers. Once
established, a contract is made with GAVS, and the student can participate in the online learning
experience.
Mr. Averett emphasized the importance of how GAVS provides the human element of a
learning experience which is very similar to the brick and mortar schools of traditional
education. This is guaranteed with the use of emails, personalization of assignments based on
student’s needs, phone calls to encourage parental involvement, and the many opportunities of
interaction afforded through weekly discussions and taped feedback from assignments and
assessments. GAVS is also one of the most highly ranked virtual school systems in the United
States. The personal touch does not take away from the professionalism that is expected from
the services that GAVS offers. All classes are guaranteed to transfer to any academic collegiate
venue in the state, and because they are also governed through accreditation through SACS,
many pains are taken to insure that the instructors and the courses are updated, original, and
rigorous enough to guarantee a quality learning experience. Instructors undergo a professional
learning symposium twice a year of which they are expected to attend. GAVS has been
accredited since 2005, and turnover in the instructors is minimal; most that do leave the
classroom, are now administrative support in the GAVS system.
Equity for students with special needs is supported in all areas of the GAVS learning
system. Online learning is expected to diversity for all learners, most of which is in the areas of
offering multitudes of solutions for learning opportunities. Equity has been a basic tenet of
public education in the United States made explicit by civil rights legislation, some of which lays
the groundwork for students that have special needs because of learning disabilities or handicaps.
GAVS offers accommodations for students with special needs, mirroring expectations that are
defined in traditional public schools. All classes offered by GAVS is geared for differentiation,
by default. Each page and concept addressed is offered visually, orally, and gamified, so that it
will reach every possible learning style and disability. For example, all pages have the capability
of reading the text to the student. Thus, any visually impaired student has the ability to
participate in the GAVS online learning platform on an equal basis. At the upper right hand
corner of each page, there is a link that will allow for this structural enhancement. If there is an
IEP that the student has in place at a public, private, or charter school, the plan is investigated by
the instructor with the welcome call, and then the records administrator will provide the
instructor with all recommendations that the plan requires. All plans will be accommodated with
an explicit plan for online learning; for example, extra time for testing, alternate assignments for
various disabilities, and any other special changes for optimum learning conditions.
Communication will be pursued throughout the semester, and parental involvement with
concerns for expectations is strongly encouraged by the system and the instructor.
GAVS also provides testing accommodations with regards to allowance for extra time,
extended due dates, and streamlining testing expectations. Tests can be abbreviated for
accommodations, as can projects and quizzes. (Eliminating odd test questions, not as many verb
identifications in Latin 1-B, for example) Mr. Averett uses the application of Vocaroo to provide
feedback on assignments, and to also offer students the same opportunity for accommodating
visual turn-in of assignments as an alternative. This has been used extensively by the system for
being flexible with assessments as well.
GAVS has an international feel, and ethnicity is not an issue in accommodating for
equity. Many parents of the students, as has been previously mentioned, travel extensively, and
they feel that online learning is the best source for their child to continue their education. By
providing an equitable and accredited source for students, GAVS has become an important cog
to the gears of secondary education.