Supporting Students Taking Dual Credit Distance Learning Courses in a Rural Environment

Abstract

Significant issues with residing in a rural environment include a lack of school and community resources and insufficient access to educational opportunities. Students in rural areas tend to require more social supports from their surrounding communities, resulting in a higher dependence on social interaction in education. Distance education courses are proposed as viable options for schools in rural settings. Research has shown that dual credit enrollment is on the rise in the United States. However, several studies found that rural students struggle with the rigor and organization of distance learning formats and the lack of face-to-face communication with distance learning instructors. This study aimed to understand the experiences of remote rural K-12 students in a small community who have grown up in a cultural environment that values face-to-face interaction, as they participate in dual credit programs offered via distance education. Based on a review of the literature on Transactional Distance Theory and Culturally Relevant Pedagogy, I created an interview protocol. I then interviewed seven former students from a rural school who participated in dual credit courses. Analysis of the interview data demonstrated that out of the six categories, the three most prominent were: (a) Structure, (c) Assistance, and (d) Instructor-student contact. Furthermore, the three themes that emerged were: Instructor practices, Student-controlled factors, and Outside factors. The results indicate that a combination of instructors, students, and outside support is necessary in providing a positive dual credit distance learning experience. Further research is needed to determine the needs of students taking dual credit courses in other rural or culturally-rich environments.