Conclusion

= **Conclusions and Possibilities** =

There is limited research into the effectiveness of online education in helping at-risk learners. However, the tone of that research holds much promise for learners who otherwise wouldn't succeed in a traditional school. Alternative Eucation tends to be the ambluance at the bottom of the cliff for many students and while remedial programmes in schools may help close some gaps, there seems to be limited options for students who have become disengaged from school. There are also limited resources for many alternative programmes due to a drive to 'include' all students in the mainstream system.

Well-designed e-learning material that is pedagogically and technologically sound, will result in a more effective learning experience (Nichols, 2008), as it may more fully meet the needs of the learner. By offering all levels of at-risk learners rigourous, varied, and meaningful course choices, the cited examples have demonstrated clear educational success for the participants. It is fair to say, that these results would not have otherwise been possible through traditional bricks and mortar classrooms. The educational benefits that online courses, whether full-time or suplpementary, can bring to at-risk learners can be sumarised as:
 * Increased flexibility for students who cannot attend regular classes because of family or work schedules.
 * More variety and interesting subjects could be covered.
 * Students who have previously not performed academically have access to rigourous educational materials suited to their level.
 * An increase in the pathways either back to traditional schools or on to tertiary providers.

In New Zealand Alternative Education providers have limited resources, are only available to under 16 year olds, and have no trained teachers (Collins, 2010). This suggests that there are significant gaps that could be filled by online course options. Professionals working in AE centres are experts in motivating and relating to students with behavioural and emotional difficulties, but aren't equipped to provide a range of subject content that both interests and challenges the students. Online options would give these centres access to a wider base of specialist knowledge to tailor learning experiences to their students. There is also the opportunity to support and supplement students who are struggling and at-risk within mainstream schools. Schools could offer self-paced and individualised instruction for students as an alternative to leaving school or traditional remedial classes. A comprehensive online school also has wider benefits for mainstream schools who are battling class cuts, timetabling conflicts, and shortages of specialist subject teachers. While there is potential abound for online courses to make a difference to the learning experiences of at-risk students, there are also significant challenges to overcome. Resourcing and funding, as well as gaining support from a range of agencies is crucial if we are to improve the options available to students seeking alternatives to traditional schooling. 

 ﻿ R﻿eferences