You are here:

Blended and Online Learning: How Can It Benefit My Child?


Parenting for High Potential Volume 6, Number 2,


Schools are leveraging technology to enhance learning in the classroom at an exponential rate. According to "Education Week," public schools are spending nearly $3 billion per year on digital content and on average provide one computer for every five students. The typical classroom experience for many students now includes the use of online textbooks, assignments, homework and grading systems, tests, and use of the internet both inside and outside of school to complete assignments. Technology has created opportunities for gifted students where learning is no longer confined to the classroom. An increasing number of students are participating in distance education programs, where they learn at any time, across geographic boundaries, and at their own pace. With blended learning, students learn in part through online activities and in part through direct classroom instruction. They have some control over where and when the work is done as well as the path and pace of learning. Home and school learning are connected to provide a seamless experience. Parents may find choosing an online or blended program to be daunting. If their school is not meeting the needs of their gifted child, they may need to ask administrators to supplant the curriculum with online or blended coursework. In choosing a program, parents should look for the following: (1) accreditation; (2) flexible schedule; (3) quality curriculum; (4) approved courses (College Board, University of California A-G, NCAA); (5) qualified professionals; (6) proven test scores and track record; and (7) supportive staff and school counselors. A sidebar presents a glossary of terms.


Palevich, M.O. & Honeck, E. (2017). Blended and Online Learning: How Can It Benefit My Child?. Parenting for High Potential, 6(2), 17-21. Retrieved November 29, 2021 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.