Independent Study Programs the Objective

Independent Study Programs The objective of this work is to make an extensive review of the literature in the subject area of Independent Study Programs being used presently in schools for students who may not fit in well with traditional school settings. Independent Study Programs are being more frequently utilized to provide education for students who do not fit into the traditional school setting well due to physical or mental disabilities.

The Independent Study Programs offer these students the opportunity to pursue their education while simultaneously removing barriers and challenges that would make achievement much more complex and difficult for these students.

The work of Lennstrom entitled: "An Analysis of Independent Study Programs in the Junior Community Colleges" reports a study designed for the purpose of determining."..the extent and nature of independent study programs on the two-year college campuses across the western half of the nation." (1973) This study also sought to make a determination "whether differences existed in the use of independent study in colleges as regards to variance in enrollment, geographical location, type of control, part-time/full-time faculty ratio and the age of the institutions.

This study was conducted by use of a questionnaire survey followed by visitations to certain colleges. The sample, drawn from two-year colleges located in western continental United States, included 253 institutions from 25 states. There were 202 usable returns accounting for 79.8% of the sample. The study revealed that public, comprehensive, and relatively large colleges located in independent districts were more apt to have instituted independent study programs. Fewer programs were found in smaller private or public colleges in unified districts, branches or state community colleges located in south central United States.

Where there were independent study programs, they tended to be library oriented, requiring minimum entry regulations, permitting liberal allowance of credits toward graduation, and generating relatively few problems. The study indicated that the majority of colleges included in the survey had independent study programs. Many institutions where independent programs did not exist were planning such programs. In spite of the wide usage, relatively few students and faculty were actually involved.

Independent study appeared to be valuable as an alternative instructional method for special purposes or situations." (Lennstrom, 1973) The work of Kassof (2004) entitled: "Independent Study Program Offers Model for State" relates the independent study program of Berkeley University, specifically, Berkeley's Independent Study and Home School Program.

Kassof relates that "Sara McMickle, direction of Berkeley's Independent Study program believes that Berkeley's Independent Study model is "an effective alternative for self-directed students, or for those who might otherwise slip through the cracks in a traditional school setting." (2004) Kassof further states that debates both for and against independent studies programs "parallel arguments over the success or failure of homeschooling.

Opponents wonder if a lack of a socialized learning setting and little contact with instructors will adequately prepare kids for the rigors and routines that lie ahead, in college and as adults. Proponents argue that the discipline required for self-directed learning can increase productivity and self-esteem, with less of the peer pressure and pecking order inevitable in traditional school settings.

They reason that students can learn more than they would sitting in a classroom with thirty or so other restless teenagers, and benefit from the one-on-one attention like the kind that Independent Study students gets." (Kassof, 2004) Kassof notes that adolescence is inclusive of tremendous pressures and that "some- not all- programs can make the difference between a positive, rewarding educational experience, or dropping out." (2004) In a separate work entitled: "Independent Study - Purposes and Goals of Independent Study, Independent Study and Extensiveness in Grades K-(12)" it is stated that independent study programs are "at nearly every level of education in the United States, from elementary school through graduate school.

Although the concept of independent study was not new, a spectacular increase in interest in the subject occurred in elementary and secondary schools in the 1960s. In the early twenty-first century, many courses delivered within a traditional format are expected to have some component of independent study and to build independent learning skills." (Rafoth, 2007) the major components of independent study programs are: 1) Individualized teaching and learning takes place; 2) a tutorial relationship exists; 3) Learning is made convenient for the student; and 4) the learner takes responsibility for progress.

(Rafoth, 2007) The express purposes and goals of independent study include the following: Students are taught knowledge and skills that cannot easily be communicated in classrooms. As evaluated by exams, independent students learn at least as well as students in classes. Independent study provides useful practice in the process of learning. Independent study is viable when an educational institution is inaccessible to the learner. Independent study meets the convenience needs of many learners. Independent study develops self-motivation, concentration, and discipline.

The learner is taught to identify a problem, gather data, and take responsibility for conclusions. The learner does all the work and cannot slide by on the anonymity of group activity. (Rafoth, 2007) It is further related that the amount of time spent by students devoted to independent study could be much more than at most of the schools and while not identified yet as a tool for meeting the needs of gifted students, independent study should be accessible for all gifted students.

While teachers demand more attention from students as a group, each year the time left for student independent study shrinks while "the students' capacity for independent study grows." (Rafoth, 2007) Students are differentiated in the extent to which they are self-directed, creative and as to their performance however, all students stand to gain for a greater independence.

It is related that independent study should be viewed "as an integral part of the total learning process of learning in all fields." (Rafoth, 2007) Gains noted in this work from independent study include: (1) Pre-tests and self-tests "enable monitoring of learning and suggestions of some ways to study in depth; (2) Motivation is enhanced by self-selection of learning strategies that work well for individual students and by the immediate reinforcement of self-testing; and (3) Provocative questions or activities to stimulate the learner's creativity can be used along with traditional curriculum.

(Rafoth, 2007) Rafoth states that the "...movement toward independent study at the elementary and middle school level has been fueled by an increase in the number of students who are home schooled. Although developed primarily for this consumer group, such courses are being offered to schools as supplements to the regular curriculum and as a way to meet the needs of diverse learners.

Schools may opt for these programs for use in enrichment programs, especially for students in accelerated programs or those identified as gifted, for remediation, for use with students with identified learning problems, or in place of summer school programs. Programs to teach independent and strategic learning skills also exist for grades K-12." (Rafoth, 2007) Rafoth attributes these trends to the following reasons: Independent study programs have been successful in meeting the needs of students who lack other educational opportunities.

Increasing pressure on adults to continue learning to upgrade skills for their current job or to prepare themselves for new careers has created a concomitant expectation that students will learn how to do this in grades K-12. Educational technology has gained increasing acceptance as an ally of the teacher and student in accomplishing tasks that would be more difficult and expensive in conventional formats.

Improved understanding of the nature of the individual process of learning has yielded greater emphasis on teaching the student to learn and solve problems independently and with less emphasis on information transfer. (Rafoth, 2007) The Texas Performance Standards Project states that Independent Study consists of the following steps when setting up an 'Independent Study Mentorship Program: Establish an Independent Study Mentorship Research Committee; Develop a budget; Decide what kinds of credit will be awarded for the course; Decide who will teach the course; Determine selection criteria; Write a course description.

The counselor will need a course description to be included in the student pre-registration packet. Develop student forms. Begin recruitment. Evaluate the applications and select participants. Interview students. Schedule a parent/student meeting. Develop mentor guidelines Inform the community. Enroll mentors in the program. Produce a student handbook. (Stroman, 2006) The work of Chris Medveacek relates that many parents "of children with neuromuscular diseases" at some point question whether or not they should send their children to school.

Medveacek relates that independent study programs or homeschooling "has many advantages for children with neuromuscular diseases" including bypassing "germ-filled classes, inaccessible campuses, uncomfortable desks, fatigue from long school days, difficulty keeping up in class or physical education, teasing by peers and teacher misunderstanding of their specialized needs." Variation in the quality of independent study programs exists just as does variation in the quality of school programs.

For many children independent study programs offer a chance for a thorough education marked by achievement when otherwise these children would fall seriously behind their peers.

It is noted in the work of Medveacek that there is the question of socialization and that socialization in child development "refers to helping children to learn to live, play and work with others." (2002) This is still possible for children who gain their education through independent study programs in that they are still able to participate in extra-curricular activities and are not so exhausted while doing so when they are being educated through independent study programs instead of being forced to endure very long school days that drains them and bars them from physically being able to participate in extracurricular activities with other children.

It is not only children who have learning disabilities who benefit from Independent Study Programs as evidenced in the work of Simpson (2007) entitled: "Educational Options for Gifted Learners" who relates that inclusive in the wide range of options for the gifted student is 'Independent Learning' through a differentiated curriculum. The independent learning program for gifted students serves to foster independence and nurture self-regulation, self-reliance, resourcefulness while allowing students to formulate their own learning and as well serves to empower students in their choice of learning style.

Independent learning requires students to set and achieve goals and promotes the abilities and interests of the student. Independent learning allows the gifted students to broaden and expand the curriculum and increases student motivation and enthusiasm as well as increasing the students' sense of responsibility and a sense of 'life-long-learning'. There are stated to be.