block included success OR achievement OR dropout*, with the second block included distance learn* OR distance education OR distance learning*, and the third block included distance learners* OR distance education*. The findings from this search activity form the foundation of this analysis.
Review of Three Library Articles
The first of the three articles that were found while completing this analysis is
Academic success among students at risk for school failure (Finn, Rock, 1997) asks the question via research hypothesis what subsegments or audiences of monitory students succeed in high school and graduate while other students with comparable backgrounds do not. The survey methodology included interviews with 1,803 minority students, across a broad spectrum of ethnic and family backgrounders. The study also sought to isolate demographic and psychographic factors that could have potentially influenced the longevity of students staying in school and graduating. Secondary hypotheses were designed to quantify the specific subsegments or audiences of children and teenagers who developed an immunity to the factors that forced others to fail at school, looking to define an resilience score for these subsegments of successful students.
The article presents the findings of the authors’ research, showing how subsegments of pre-teen and teenage children with strong parental influence and accountability for school performance do better than those left to their own. The role of parents is very significant in the overall performance of pre-teen and teenager children in school, with the authors providing a literature review of how the total number of hours invested by community has a correlational effect in children’s resiliency and ability to overcome adversity. The study also provides insights into how effective the afterschool programs are in enabling greater learning with accelerated with computer-based instruction. This is further supported by research of successful distance learning or online education programs (Kanev, Kimura, Orr, 2009).
The second article, Preventing failure at school (Kovacs, 1998) defines the series of initiatives undertaken by regional and national governments to subsidize school programs and deliver greater quality, efficiency of instruction and support for education programs. The hypothesis of the article is that educational programs fail to fully equip students to confront and overcome the challenges they face in the real world. The author contend there needs ot be a more thorough analysis and accounting how educational goals as defined by OECD policy-makers if students are to attain enough competencies to competitive successfully in a global economy.
The author further defines a series of steps or strategies for educational institutions, partnering with parents, to undertake in order to ensure long-term successful learning. These include defining a series of learning strategies early in the academic careers of children; take on the challenge of failures together as team, not allowing a children to struggle on their own; encourage flexibil9ity; and develop highly effective tools for taking action (Kovacs, 1998). Concluding the analysis with longitudinal data showing the effects of more effective learning strategies in OECD countries supported by parent-driven accountability and more governance as to how funds were invested, the study underscored the key points of the researcher’s analysis.
In the third article, The School Counselor’s Role in School Dropout Prevention (White, Kelly, 2010) the researchers examine the shifting and continually evolving role of school counselors as a critical factor in students’ academic success and school completion. The study shows that the greater the level of ongoing training and certification of school counselors, the greater the long-term effect on students’ learning over time. The study also provides insights into how empirically-derived results of scaffolding or individualized learning programs can significantly benefit students over the long-term. Scaffolding is a key determinant of student’s ability to attain autonomy, mastery and purpose over the long-term in their academic careers (White, Kelly, 2010). The objective of the article is to provide insights into how guidance counselors’ impact on students’ long-term motivation has a significant impact on graduation rates over time.
The objectives of the research are specifically designed to support the hypotheses of how critical guidance counselor continued training and development are. The study successfully links long-term student motivation to scaffolding techniques that guidance counselors must study over time in order to deliver clearly and accurately for students (White, Kelly, 2010). The study concludes with a series of steps that guidance counselors can take in making scaffolding a viable strategy for the long-term . The focus on individualized instruction and the development of high levels of internal motivation is also critical to the overall premise of the study.
III. Synthesis of Three Articles
In comparing the three articles, a series of common findings and insights emerge. First, all three provide insights into just how effective collaboration and shared accountability are as part of the learning structure for a student. The more isolated by economic conditions or segregated a community, the more a student can fall behind, drop out and not recover from a lapse in education
(White, Kelly, 2010). Conversely, the greater the level of shared ownership of a student’s outcome and the more hours invested by parents or guardians, the higher the aggregate scores over three years of study. The factor of scaffolding from external sources, namely counselors, also plays a significant role, with the ability to inspire autonomy, mastery and purpose on the part of students a crucial building block in their self-esteem and long-term motivation over time (White, Kelly, 2010).
The common aspects of collaborative learning is also significant throughout all three studies as well (Kanev, Kimura, Orr, 2009). This theme was reflected across the use of on-demand or computer-based instruction (Callaway, Alflayyeh, 2011) and the focus on organizing entire nations to create a more collaborative environment for students to learn in (Kovacs, 1998). The combining of factors including parental support and guidance, scaffolding on the part of counselors, and broad support for online initiatives increase learning rates.
IV. References
Callaway, S., & Alflayyeh, S.. (2011). Understanding Critical Distance Learning Issues: Toward a Comprehensive Model Predicting Student Satisfaction. Information Resources Management Journal, 24(4), 61.
Jeremy D. Finn, & Donald A Rock. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234.
Kanev, K., Kimura, S., & Orr, T.. (2009). A Framework for Collaborative Learning in Dynamic Group Environments. International Journal of Distance Education Technologies, 7(1), 58-77.
Karen Kovacs. (1998). Preventing failure at school. Organisation for Economic Cooperation and Development. The OECD Observer,(214), 8-10.
White, S., & Kelly, F.. (2010). The School Counselor’s Role in School Dropout Prevention. Journal of Counseling and Development: JCD, 88(2), 227-235.
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