The grade is for showing that you know how and why your online methods work, and that you can articulate and defend them to another person
 
I am creating a course named:
Online High School English and Web Communications
(grades 9 - 12)
Independent Study / Alternative Education

Note: The course I am developing for both the CSUH certificate and the school I work in is a hybrid course. It is an online learning course that includes a one hour, once a week, face to face meeting between the students and the teacher (me.) However, to make it less confusing for this exercise, I will say that it is a 100% online English course. My school superintendent has concerns about implementing an online course in the district.

Report Addressed to my High School Superintendent

Mr. Superintendent:

I appreciate your concern that online classes may not be as beneficial to our students as traditional classes for teaching the subject of English. I have prepared a comparison chart which shows how teaching ONLINE English courses, particularly courses that emphasize reading and writing skills, are superior to traditional face to face classroom courses. I have used a number of resources to create this chart: my personal experience, research papers and, in particular, the following links:

This excellent paper clearly explains the benefits of distance learning. The writer has an incredible twenty-five years of experience in distance learning. Great article.

The Rewards of Teaching On-Line ( E.L. Skip Knox )

Link to distance learning web sites for K-12.

http://dir.yahoo.com/Education/Distance_Learning/K_12/

Keith

Comparison :
Teaching a high school English course in a traditional classroom versus teaching it online.

Traditional Classroom
(with no access to the Internet)

Online Delivered Course

Textbooks and Supplemental materials

Can only use textbook and materials that require duplication in sets

Can only use textbook and materials that require duplication in

Also can access all the resources for information available on the Internet

Announcements & Communication with  Teacher (and school)

Verbal and Paper handouts information is not conveyed if student does not attend, loses it or does not pay attention

Announcements are placed on a designated web page that is available to be accessed 24/7

Syllabus

Limited to the physical amount of paper that can be handed to a student. If student loses he or she  can not reference (or must request another handout, burdening the teacher with more paper shuffling

Can be place on a web page, no limitation to size. References to outside sources via links can enhance the information.

Course Information

Same limitations as the syllabus has.

Same benefits as the syllabus

Reading and Writing Benefits

Students read text or handouts

Students read text or handouts as well as information on the Web

Students write essays and reports. In most cases it is only read by the teacher. In some cases it may be read by another student.

Students write essays and reports It will be read by the teacher and may be posted on the web site and read by all the students in the class. This is a highly motivating factor for the student to write as well as do it on a quality level.

No Equivalent Here

Every student contributes to a written discussion a certain number of times each week. They must post discussion threads, read each others threads and comment on them. This is highly beneficial in encouraging students to be actively reading and writing live, current writings

Participation Benefits

Discussions are held in class. Most students do not participate. It is usually the most verbal students

Every student participates in discussions

The most-verbal students usual speak up in a discussion without thinking much or doing research on what they are offering to the discussion

Online students have the time to format their  thoughts, do research and quote sources when they participate in discussions.

Being a most-verbal student does not equate with being intelligent. Classroom discussions do not include a cross section of the student population. Therefore the discussion lacks contributions from many good students.

Online discussions have all students participate, enriching the discussions

Instructor may not have all the answers may say he or she will find out but may drop the topic.

Instructor has time to research and answer the question he or she does not  know.

Discussion is over once the class ends. Students can not easily reflect back on the discussion

Online discussion remains posted for students to return to and reflect on.

There are time constraints on discussion of topics

There are no time constraints.

A limited number of students actually can speak and react to each other.

All the students speak and react to each other- benefiting from the experiences

The talkative students dominate the discussion

No particular student can dominate the discussion

Class discussions require a degree of getting off the ground, before they become lively.

Online discussions have no time limit to generate interest in participation.

Students must all be present at the same time.

Students can participate in the discussion at any time.

Participation from others outside the class is rare.

It is easy to invite other people outside the class to participate in class discussions or presentations.

Getting to know the students

Teachers can only know a few of their students. In a class of 30 students that meets for fifty minutes a day, how much time does that give a teacher to talk with and interact with each student? A little more than a minute, if that.

In the online environment a teacher gets to read the thoughts of all the students and gets to know them much better.