| This study explores the viability of the paradigm of online learning for middle-school students. The review of literature encompasses online learning at several levels, various student subpopulations, online socialization and communications, learning theory, and current trends in online learning. The majority of the current literature concerning online learning is targeted at the postsecondary and kindergarten through high school (K-12) levels. This study focuses on middle-school online learning to assist in filling the gap in the literature on this topic. The instrument used in the study is a descriptive survey, including both determinate and open-ended questions. The participants were administrators and teachers of online courses given to middle-school students. The identified population of online middle schools at the time of the study was 34. The outcomes of the study were that online learning for middle-school students is viable and current best practices were identified. Current best practices include timely and positive communications, teaching methods that include a socialization component, and highly interactive course delivery systems. The study concluded that online learning is viable and could be made better by incorporating the best practices and better online teacher training. In comparison to the literature, the study concurred with most findings but identified attributes specific to the middle school student. Recommendations for future research include better teacher training, the use of tutorials prior to enrollment in online courses, and research into the motivation of online students. |
