Providing a Second Chance through Distance Education

Providing a Second Chance through Distance Education

Felix Aruho, Dumba Simon, Bogere Ayub, Professor Kafu Patrick

University of Eldoret

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8080206

Received: 29 June 2024; Revised: 04 August 2024; Accepted: 08 August 2024; Published: 13 September 2024

ABSTRACT

This paper delves into the concept of providing a second chance specifically within the context of distance education. It explores the unique challenges faced by distance learners and the importance of offering opportunities for redemption, growth, and academic success. Through the lens of factors such as accessible instructor communication, synchronous and asynchronous interaction, and personalized support, the abstract highlights the significance of providing avenues for clarification, engagement, and flexibility. It examines how second chances in distance education empower learners to overcome obstacles, address learning gaps, and achieve their educational goals. By embracing inclusivity, adaptability, and continuous improvement, educators and institutions can ensure that distance learners receive the support and resources necessary to thrive academically in remote learning environments

Keywords: Second chance, Distance education

INTRODUCTION

A “Second chance” refers to an opportunity granted to someone to try again or to make amends after previously failing or making a mistake. It implies giving someone another opportunity to prove themselves, improve a situation, or correct past errors. It can apply to various aspects of life including personal relationships, professional endeavors, education, and rehabilitation. Offering a second chance often involves forgiveness, understanding, and a belief in the potential for positive change or improvement

In the context of distance learning, a “Second chance” typically refers to an opportunity for students to re-do an assignment, assessment, or exam after initially performing poorly. This could be due to various reasons such as misunderstanding the material, facing technical difficulties, or experiencing personal challenges.

Distance learning environments often recognize that students may encounter unique obstacles compared to traditional classroom settings, such as limited access to resources, distractions at home, or difficulties in communication with instructors. Therefore, offering a second chance allows students to demonstrate their understanding and abilities more accurately, ultimately promoting fairness and academic success.

LITERATURE REVIEW

According to Moore and Kearsley (2012), distance education transcends geographical boundaries, making it an invaluable tool for reaching learners in remote areas. This expanded access allows individuals who have faced socio-economic, political, or personal challenges to continue their education, offering a path to personal and professional growth that might otherwise be unavailable.

The flexibility of distance education is another crucial element that facilitates second chances for learners. As Anderson and Dron (2012) point out, the asynchronous nature of many distance learning programs enables students to balance their studies with other life responsibilities, such as work and family commitments. This adaptability is particularly beneficial for adult learners who are looking to upgrade their skills or gain new qualifications after a hiatus from formal education. By accommodating diverse schedules and life circumstances, distance education ensures that more individuals have the opportunity to pursue their academic goals.

Furthermore, effective online learning environments can foster a sense of community and support, which is essential for student retention and success. Garrison and Vaughan (2013) emphasize the importance of online communities in distance education, noting that collaborative tools and platforms facilitate interaction and peer support. These interactions help maintain student motivation and engagement, which are critical for learners who may feel isolated in a traditional educational setting. The sense of belonging and support provided by online communities can be a significant factor in helping students succeed in their second chance at education.

Distance education also plays a vital role in promoting educational equity. According to Bozkurt et al. (2015), distance education can serve as a powerful tool for inclusivity by addressing the needs of learners with disabilities, those from minority groups, and individuals in conflict-affected areas. The adaptability of online platforms allows for personalized learning experiences that cater to various learning styles and needs, thereby leveling the playing field for all students. This inclusive approach ensures that everyone, regardless of their background or circumstances, has the opportunity to pursue education and improve their prospects.

Economically, distance education offers significant advantages by reducing the costs associated with traditional education. Ally (2008) highlights that distance education can make learning more affordable and accessible to a broader audience. For individuals who may have been deterred by the high expenses of conventional education, distance education provides an economical alternative that still delivers quality learning experiences. By removing financial barriers, distance education opens doors for many who seek to continue their education and enhance their socio-economic status.

McGregor et al (2015) mentioned that second chance can be given to young people who are able to able to engage in more meaningful learning in environments that recognize and accommodate their personal circumstances. He cited teacher quality, principal autonomy and parental involvement as being more important in addition to school funding. Clearly, it was demonstrated that teachers, school leaders and parents are vital to educational outcomes but within resource-poor schools situated in disadvantaged communities, such stakeholders face enormous challenges.

According to Meo (2020), Second chance Schools aim to provide excluded young people with new opportunities for educational success. Based on many comparisons, he argues that this modality of schooling contributes to the configuration of a dominant teacher identity, distant from that forged during the emergence of modern secondary schooling. He identified three elements that strengthen distance learning i.e. the ethics of care, the personalization of teaching and the conception of teaching as a collective endeavor.

Van Den Berghe et al (2024) conducted a study and found out that Students dropping out in Europe was high. It was also discovered that the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. The study shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in schools after a second chance. The study involved in-depth interviews with 28 drop-in students. The findings revealed that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatization, discrimination, and social pressure. Students re enrolled because of self-actualization, improved occupational and educational opportunities, and social confirmation by significant others.

A study was made by Moschion (2024) and found that, most countries have developed ‘Second Chance Education’ (SCE) programs, providing an answer for dropout students who want to return to education He complained of lack of enough literature for students who return to schools after a second chance has been provided to them. That is why a new term has been introduced to them ‘drop-in students’, to describe this group. This term aimed to promote a more positive discourse surrounding school attendance, in contrast to the construct of ‘dropout students’ which frequently carries negative connotations that underestimate the abilities and capacities of these individuals.

Papaioannou (2020) discovered that with the establishment of second chance schools (SCS) inside Greek prisons, a more systematic and integrated effort was made for the overall development of trainees. For this reason, a systematic review of the relevant bibliography and a compilation of the findings of the studies realized between 2006-2018, regarding the evaluation of the educational program provided by SCS in the prison, was considered appropriate. The results demonstrate that all inmate trainees evaluate SCS positively, concerning the educators, the school climate, the curriculum that incorporates subjects that cater for their educational needs, the active teaching techniques and flexibility in syllabus. On the other hand, trainee inmates make negative judgments about the organizational part mainly, while in the curriculum they point out some failures and deficiencies, especially in relation to their future professional reintegration.

DISCUSSION

Strategies of providing a second chance

Set goals and create an achievable schedule for students: Long-term goals can seem daunting and maybe even unattainable. When your students set achievable goals, and reach them on a realistic schedule, they become motivated to achieve the next goal, (Burik, 2021).

Offer incentives: This can be tuition discounts, gifts to make students remain in school. Even adults who may have limited income to enroll in the program, such incentives can work for them. It not only engages students to attend regularly, but it also encourages them to complete the program.

Conduct weekly check-ins either through a virtual meeting room or over email: Open communication and a positive approach can make a huge difference in making these meetings effective. There is a need for establishing a safe space where employees feel comfortable sharing their thoughts, feedback and concerns without fear of repercussions and emphasize a positive and constructive nature of these meetings. Gadeken (2022) noted that feedback should be provided in a manner that focuses on growth, learning and future improvement. Meeting with students regularly gives you the chance to make sure students are progressing as they should be and to help them through any areas that they’re getting hung up on. If you check in over email, you can even add motivational quotes to inspire students.

Recognize students’ hard work. Acknowledging achievements gives students the understanding that you see the work they’re putting in, and that you’re proud of them. This can encourage them to stick with it and work harder towards the next milestone.

Allowing students to retake quizzes or exams: Proponents argue that retake options reduce text anxiety and allow students to demonstrate more fully what they’ve learned. Furthermore, the retakes should be done in class, under the teacher’s direction. Bloom observed that the assessments most teachers use at the end of learning units serve mainly as evaluation devices that confirm for which students the teachers’ instruction was appropriate and for which it wasn’t. He believed, however, that if those same assessments could be used as part of the instructional process to provide students with feedback on their learning, they could become powerful learning tools, (Bloom, 1968; Bloom, Hastings, & Madaus, 1971).

Providing additional tutoring or support to help them improve their performance: Offering additional tutoring or support to distance students presents a crucial opportunity for them to enhance their academic performance and regain confidence. By providing personalized assistance tailored to their individual learning needs, these students are empowered to address any gaps in comprehension or skills that may have hindered their progress. Through targeted guidance and encouragement, they can develop a deeper understanding of the material and strengthen their academic foundation. This second chance not only fosters academic growth but also instills a sense of resilience and determination, equipping distance learners with the tools they need to succeed in their educational journey

Reach out to young people through local support: By establishing community-based programs, such as mentoring, tutoring, or after-school clubs, local organizations can create environments that foster academic growth and personal development. These initiatives offer young people opportunities to receive individualized attention, guidance, and encouragement from mentors or educators who understand their unique challenges and strengths, (Collins 2011). Through these supportive networks, young individuals can gain the confidence and skills needed to overcome previous academic setbacks, rekindling their enthusiasm for learning and paving the way for future success. This localized approach not only addresses the academic needs of young people but also cultivates a sense of belonging and empowerment within their communities, ensuring that no one is left behind in their educational journey

Create an alternative to mainstream education: Establishing an alternative to mainstream education provides a valuable second chance for learners who may have struggled within traditional educational settings. By offering innovative approaches tailored to individual learning styles and needs, such alternatives can cater to diverse students who may thrive in non-traditional environments. Whether through project-based learning, experiential education, or flexible scheduling, these alternatives empower learners to rediscover their passion for learning and pursue academic success on their terms. Additionally, alternative education settings often prioritize personalized support, smaller class sizes, and holistic development, allowing students to address academic challenges, build confidence, and cultivate essential life skills. By providing this second chance, alternative education models offer a pathway for students to overcome past obstacles, reignite their academic journey, and achieve their full potential

Assessment of the learners’ existing knowledge, skills and interests: Learners accessing second chance measures come from different starting points and face varying barriers to learning. The knowledge and skills ‘gaps’ young people need to fill will depend on when they dropped out of school and their attendance and achievements prior to dropping out. Second chance measures tend to be individualized and take account of prior learning and work experience. This is important for young people who may have partially completed studies or have acquired skills and competences at work, or through non-formal or informal learning.

Offer flexible provision: Many distance learners who are returning to second chance education have other commitments and demands on their daily life. Flexibility in provision is therefore important. This flexibility might relate to the way in which the learning is delivered, or to opportunities for enrolment and registration. Flexibility may also relate to the attendance requirements. Distance learners returning for a second chance opportunity may have complex personal circumstances which might impact on their attendance. Avoiding sanctions for non-attendance and working with the students to try to address the issues which are causing their absence are more likely to be effective in a second chance environment.

Promote positive attitudes: Teachers and other professionals, parents and other students, may have negative perceptions around second chance measures and their participants. These misconceptions need to change. They can create barriers to participation by stigmatizing second chance provision. They can also make it difficult for learners who have completed a second chance opportunity to then return to and progress within mainstream education. Maintaining links with the mainstream system, by for example ensuring that the outcomes of second chance education can be formally accredited, that they provide a clear route towards a formal qualification or other positive pathways, can help to tackle this issue, (Dyson 1997).

Use appropriate teaching and learning methods: Theoretical learning is often closely integrated with practical content to ensure its relevance to learners. Often young people who have dropped out of education appreciate a hands-on approach, which enables them to see how their learning can be applied in practice. An adult education approach may also be adopted within second chance measures, to take account of the different motivations and learning styles of young adult returners. This means offering a broad curriculum with scope for critical reflection, personal development, and for the development of meaningful and useful knowledge and skills.

Include motivational activities: Motivational activities can be an important part of second chance provision as they provide participants with a chance to improve their confidence, gain valuable team-working and social skills, and to interact with their peers and staff. These opportunities in particular may provide an informal setting for staff to provide social and emotional support, of particular benefit to those second chance learners facing external barriers to learning. They can also be used as a means to help young people understand and seek solutions to the problems they may be facing.

Scholarships: Scholarships serve as a powerful mechanism for providing a second chance to distance learners by alleviating financial barriers and opening doors to educational opportunities. Patel (2012), noted that many distance learners, financial constraints can hinder their ability to pursue higher education or professional development remotely. Scholarships specifically designed for distance learners can offer crucial support by covering tuition fees, course materials, or even living expenses, thereby enabling individuals to focus on their studies without the burden of financial worries. Moreover, scholarships often come with additional resources, such as mentorship programs or networking opportunities, which can further support distance learners in their academic journey. By granting access to these resources, scholarships empower distance learners to overcome socioeconomic obstacles, pursue their educational aspirations, and ultimately improve their career prospects and quality of life. In essence, scholarships represent more than just financial aid; they represent a second chance for distance learners to achieve their academic goals and unlock their full potential

Reasons why distance learners drop out

Problems in balancing between their studies and their day-to-day lives: The struggle to balance studies with day-to-day life commitments presents a significant challenge for distance learners and often leads to dropout rates. Unlike traditional on-campus students, distance learners typically juggle multiple responsibilities such as full-time employment, familial obligations, or personal commitments alongside their studies. This balancing act can quickly become overwhelming, as learners find themselves stretched thin, with limited time and energy to dedicate to their coursework.

Increased levels of stress: Elevated levels of stress can be a significant factor contributing to the dropout rates among distance learners. The unique challenges of remote learning, such as managing coursework independently, dealing with technological issues, and feeling isolated from peers and instructors, can all contribute to heightened stress levels. Additionally, distance learners often face external pressures from work, family, or personal obligations, further exacerbating their stress. As stress levels rise, learners may find it increasingly difficult to cope with the demands of their coursework, leading to decreased motivation, concentration, and overall academic performance.

Lack of a schedule: The absence of a structured schedule can significantly contribute to dropout rates among distance learners. Without the regular framework of traditional classroom settings, distance learners often lack the guidance and accountability provided by fixed class times and deadlines. As a result, they may struggle to establish consistent study routines and effectively manage their time. This lack of structure can lead to procrastination, difficulty in staying organized, and a sense of overwhelm as coursework deadlines approach.

Distractions. Distractions pose a significant threat to the success and persistence of distance learners, often leading to dropout rates. Unlike traditional classroom environments, where students are surrounded by peers and instructors who help maintain focus, distance learners are frequently confronted with a myriad of distractions in their home or work environments. These distractions can range from household chores and family obligations to social media, television, or other forms of entertainment. As a result, learners may struggle to maintain concentration, leading to decreased productivity and engagement with their coursework.

Multi-tasking: Multitasking, while often seen as a valuable skill in today’s fast-paced world, can actually contribute to the dropout rates of distance learners. In the context of remote education, multitasking refers to the simultaneous engagement in multiple activities, such as studying while working, attending to family responsibilities, or browsing the internet. While it may seem efficient, multitasking can actually diminish the quality of learning and hinder academic progress.

Lack of a work space: Without a designated area specifically reserved for studying and completing coursework, learners may struggle to create a conducive learning environment. Instead, they may find themselves attempting to study in spaces shared with family members, amidst household noise, or in areas prone to distractions. This lack of a defined workspace can make it challenging for learners to focus, maintain concentration, and effectively engage with their coursework.

Financial constraints: Financial constraints represent a significant barrier to the success of distance learners and can ultimately lead to dropout rates. Pursuing distance education often requires investment in technology, course materials, and sometimes additional fees for online platforms or proctored exams. For many learners, especially those already facing financial challenges, these expenses can quickly become overwhelming. Without adequate financial resources, learners may struggle to afford essential tools and resources needed to participate effectively in their courses, such as reliable internet access or up-to-date software.

Factors to consider before giving a second chance

Ability to forgive: Forgiveness involves letting go of resentment, anger, or the desire for revenge towards someone who has wronged us. Before granting a second chance, it’s essential to assess whether the individual seeking redemption has shown genuine remorse for their actions and has taken steps to make amends. Additionally, forgiving someone doesn’t mean forgetting what happened or excusing their behavior; rather, it means choosing to move forward without holding onto grudges or seeking retaliation. When considering whether to give a second chance, evaluating the sincerity of the person’s apology, their willingness to take responsibility for their actions, and their commitment to positive change are all important factors.

If the person is worthy a second chance: It involves assessing various aspects of their character, behavior, and actions to gauge their readiness for redemption. One key consideration is the sincerity of their apology and remorse for their past actions. A genuine acknowledgment of wrongdoing, coupled with a heartfelt expression of regret, indicates that the individual understands the impact of their behavior and is genuinely committed to making amends. Additionally, evaluating their willingness to take responsibility for their actions and actively work towards positive change is essential

Commitment to making things work: Commitment to making things work is a pivotal consideration when contemplating giving a second chance, as it encapsulates the dedication and determination necessary to mend and nurture a relationship or situation. Genuine commitment signifies a willingness to invest time, effort, and emotional energy into resolving past issues, communicating effectively, and navigating challenges with resilience. It reflects a long-term perspective, indicating a readiness to prioritize the relationship’s growth and well-being over immediate gratification or discomfort

Acceptance for responsibility of ones actions: When someone acknowledges their role in causing harm or contributing to a negative outcome, it reflects maturity and self-awareness, essential qualities for fostering trust and rebuilding a relationship. Acceptance of responsibility indicates a genuine desire to make amends and actively work towards positive change, which is foundational for rebuilding trust and repairing the damage that may have occurred. It also opens the door for honest communication and allows for a constructive dialogue about how to move forward in a healthier and more productive manner. Ultimately, acceptance of responsibility lays the groundwork for a second chance by showing a commitment to personal growth and a willingness to actively contribute to the betterment of the relationship or situation.

Respect: Respect is a fundamental consideration when deliberating on giving a second chance, as it forms the cornerstone of any healthy relationship or interaction. Demonstrating respect entails valuing the other person’s feelings, boundaries, and autonomy, while also honoring their inherent worth and dignity. When someone shows genuine respect, they create a safe and supportive environment where both parties feel heard, understood, and appreciated. Respect fosters open communication, empathy, and mutual understanding, essential components for resolving conflicts and rebuilding trust

Ability to re-build a relationship: Assessing this ability to re-build a relationship involves evaluating the willingness of each person to address past issues, communicate openly and honestly, and make meaningful changes to prevent the recurrence of problems. It also involves recognizing the potential for growth and development within the relationship, as well as acknowledging any external factors that may have contributed to previous challenges. By assessing the ability to rebuild a relationship, individuals can determine whether both parties are prepared to invest the necessary time, energy, and resources into repairing and strengthening their connection, ultimately laying the groundwork for a successful second chance

Maturity: Maturity plays a pivotal role in the decision to give a second chance, serving as an indicator of individuals’ readiness to navigate challenges with wisdom, self-awareness, and emotional stability. When assessing maturity, one evaluates the ability of each person to take responsibility for their actions, communicate effectively, and prioritize the well-being of the relationship over personal ego or pride. Mature individuals demonstrate resilience in the face of adversity, showing a willingness to learn from past mistakes and make positive changes to improve themselves and the relationship. Moreover, maturity fosters empathy and understanding, enabling individuals to appreciate each other’s perspectives and needs while working towards mutual growth and reconciliation

Promise of improved performance: The promise of improved performance is a significant consideration when contemplating giving a second chance, as it reflects an individual’s commitment to positive change and growth. When someone acknowledges their past shortcomings and expresses a sincere intention to do better, it demonstrates a proactive approach to addressing issues and strengthening the relationship. Assessing the promise of improved performance involves evaluating specific actions or behaviors that the individual plans to implement to rectify past mistakes and enhance their contribution to the relationship. This may include setting clear goals, establishing effective communication strategies, seeking professional help if needed, and actively seeking feedback to monitor progress.

How distance education provides a second chance

Distance allows you to work and study together:  A majority of the people who are opting for distance education are generally those who are already working. They want to continue education, and they do not want to leave their job either. For such education enthusiasts distance education is the right choice. They can study after they come back from work or during weekends, which is not possible in regular education. Distance programs gives you the flexibility to work and learn at the same time. It is a great option for professional up-skilling and can provide recognition in the workplace.

Light on Students’ pocket: Regular course students have to incur any additional costs other than just admission fees like events or excursion fees, hostel, and food expenses. The admission and tuition fees of regular courses are also very high compared to distance courses.

Education with less barriers: Distance education is open to all without any discrimination of age, origin, social and monetary status. Many have not been in formal education for a long time and the act of going back to the classroom can be intimidating for them. For such people distance education program is a blessing. Moreover, in distance education, one can learn at his own pace. All the support materials are accessible round the clock; the teachers provide live lectures and all sorts of learning tools are available at minimal or no charge.

You reach out to the lecturer at any time you want: Having the ability to reach out to the lecturer at any time provides a valuable second chance in distance education by fostering a supportive and interactive learning environment. In traditional classroom settings, students have immediate access to their instructors for clarification or assistance. However, in distance education, this accessibility may be limited due to physical distance and asynchronous communication. By offering the opportunity to reach out to the lecturer at any time, distance education platforms bridge this gap, enabling students to seek guidance, ask questions, and address concerns in real-time

It provides both synchronous and asynchronous communication: The provision of both synchronous and asynchronous communication channels in distance education offers a valuable second chance by accommodating diverse learning styles and needs, thereby enhancing the overall learning experience. Synchronous communication, such as live lectures or real-time discussions, allows for immediate interaction and engagement, replicating the dynamic exchange found in traditional classrooms. This real-time interaction provides students with the opportunity to seek clarification, participate actively, and receive immediate feedback, fostering a deeper understanding of course material and promoting academic success. On the other hand, asynchronous communication, such as email or discussion forums, offers flexibility and accessibility, allowing students to engage with course content and interact with instructors and peers at their own pace and convenience.

Challenges of providing a second chance to distance learners

Technical challenges: Distance education often relies heavily on technology. Technical issues such as poor internet connectivity, hardware malfunctions, or software glitches can hinder students’ ability to complete assignments or exams, making it difficult to provide a second chance.

Limited interaction: Distance education may lack the face-to-face interaction found in traditional classrooms. This limited interaction can make it challenging for instructors to gauge students’ understanding and provide personalized support, which could affect the decision to offer a second chance.

Time constraints:  Distance learners often juggle multiple responsibilities such as work, family, and other commitments. Finding the time to revisit coursework or assessments for a second chance may be difficult for both students and instructors.

Assessment integrity: Ensuring the integrity of assessments in distance education can be challenging. Offering a second chance while maintaining fairness and preventing academic dishonesty requires careful planning and implementation of secure assessment methods.

Administrative policies: Some distance education programs may have rigid administrative policies regarding retakes or second chances. These policies may limit the flexibility of instructors to offer additional opportunities for students who require them.

Resource limitations: Distance education programs may have limited resources, including faculty time and support services. Providing second chances may strain these resources, particularly if there is a high demand from students.

Motivational factors: Students’ motivation and engagement in distance education can vary. Some students may be less motivated to take advantage of a second chance opportunity, while others may be more receptive. Motivating students to make use of second chances can be a significant barrier.

Communication challenges: Effective communication is crucial in distance education. Miscommunication or lack of clarity about second chance opportunities can lead to confusion among students and instructors, hindering the implementation of such initiatives.

Solutions to challenges of providing a second chance to distance learners

Technology support: Offer technical support services to assist students in resolving issues with internet connectivity, hardware, or software. Provide alternative methods for accessing course materials or assessments in case of technical difficulties. Ensure that the learning management system used for distance education is user-friendly and compatible with various devices and internet speeds.

Enhanced interaction: Facilitate regular communication between instructors and students through discussion forums, virtual office hours, and email to address questions and concerns. Utilize video conferencing tools for live lectures, group discussions, and one-on-one consultations to foster a sense of community and support.

Flexible scheduling: Allow students to access course materials and assessments at their own pace, providing extended deadlines or alternative submission options for those needing a second chance. Implement asynchronous learning activities that accommodate students with diverse schedules and time zones.

Secure assessment methods: Utilize proctoring software or remote invigilation services to maintain the integrity of assessments during second chances. Design assessments that emphasize critical thinking, problem-solving, and application of knowledge rather than rote memorization to deter academic dishonesty.

Adaptive policies: Review and revise administrative policies to provide clear guidelines on second chance opportunities, including criteria for eligibility and procedures for requesting additional support. Consider implementing a compassionate grading policy that takes into account extenuating circumstances affecting students’ performance.

Resource allocation: Allocate sufficient resources, including faculty time and support services, to accommodate second chance initiatives. Invest in professional development opportunities for instructors to enhance their skills in delivering effective distance education and providing support to students in need.

Motivational strategies: Offer incentives such as bonus points, extra credit assignments, or personalized feedback to motivate students to take advantage of second chance opportunities. Highlight success stories of students who have benefited from second chances to inspire others and reinforce the importance of persistence and resilience.

Clear communication: Clearly communicate expectations, deadlines, and procedures for second chances through the course syllabus, announcements, and dedicated support channels. Provide regular updates and reminders to ensure that students are aware of available resources and opportunities for improvement

CONCLUSION

In conclusion, providing a second chance to distance learners through various means such as accessible instructor communication, synchronous and asynchronous interaction, and personalized support is paramount in fostering a thriving learning environment. By offering avenues for clarification, engagement, and flexibility, distance education platforms empower learners to overcome challenges, address gaps in understanding, and achieve their academic goals. Whether through real-time discussions or asynchronous communication channels, the opportunity for a second chance enables students to navigate the complexities of distance learning with resilience and determination.

REFERENCES

1. Stephanie Al Otaiba (2016) Professional Development to Differentiate Kindergarten Tier 1 Instruction
2. McGregor, G., Mills, M., Te Riele, K., & Hayes, D. (2015). Excluded from school: Getting a second chance at a ‘meaningful’education. International Journal of inclusive education, 19(6), 608-625.
3. Meo, A., & Tarabini, A. (2020). Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona. Teaching and Teacher Education, 88, 102963.
4. Van Den Berghe, L., De Clercq, L., De Pauw, S., & Vandevelde, S. (2024). The roles Second Chance Education can play as a learning environment: A qualitative study of ‘drop-in’students. International Journal of Lifelong Education, 1-14.
5. Moschion, J., & Polidano, C. (2024). Finding the Right Track: Payoffs to Vocational Education Programs with Workplace Learning. Education Finance and Policy, 1-48.
6. Van Den Berghe, L., Pouille, A., Vandevelde, S., & De Pauw, S. (2022). Looking beyond primary barriers: Support workers’ perspectives on early school leaving among students with a migration background. Journal of Ethnic & Cultural Diversity in Social Work, 0(1), 1–13. https://doi.org/10.1080/15313204.2022.2094519
7. Van Den Berghe, L., Vandevelde, S., & De Pauw, S. S. W. (2022). School dropout as the result of a complex interplay between individual and environmental factors: A study on the perspectives of support workers. Teachers & Teaching, 28(5), 1–15. https://doi.org/10.1080/13540602.2022.2062748
8. Van Praag, L., & Clycq, N. (2020). Going to work without educational qualifications: School-to-work transitions of early school leavers in Belgium. Journal of Youth Studies, 23(4), 465–480. https://doi.org/10.1080/13676261.2019.1620926
9. Alexa, S., & Baciu, E.-L. (2021). School dropout and early school leaving in Romania: Tendencies and risk factors. REVISTA ROMANEASCA PENTRU EDUCATIE MULTIDIMENSIONALA, 13(2), 18–38. https://doi.org/10.18662/rrem/13.2/408
10. Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31(1), 35–63. https://doi.org/10.1007/s10648-018-9457-3
11. Papaioannou, V., & Anagnou, E. (2020). Evaluation of Greek Second Chance Schools in Prison by Detainees. Education Quarterly Reviews, 3(1), 10-22.
12. Burik, A. (2021). Using Technology to Help Students Set, Monitor, and Achieve Goals. Adult Literacy Education, 3(1), 83-89.
13. GADEKEN, O. (2022). MASTERING VIRTUAL PROGRAM LEADERSHIP. Defense Acquisition, 51(1).
14. Collin, P. J., Metcalf, A. T., Stephens-Reicher, J. C., Blanchard, M. E., Herrman, H. E., Rahilly, K., & Burns, J. M. (2011). ReachOut. com: The role of an online service for promoting help-seeking in young people. Advances in Mental Health, 10(1), 39-51.
15. Dyson, J. (1997). promoting positive attitudes through education. Journal of Advanced Nursing (Wiley-Blackwell), 26(3).
16. Patel, R., & Rudd, T. (2012). Can scholarships alone help students succeed?. Available at SSRN 2188758.
17. Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and Practice of Online Learning (2nd ed., pp. 15-44). Athabasca University Press.
18. Anderson, T., & Dron, J. (2012). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97.
19. Bozkurt, A., Ozdamar-Keskin, N., & Gulsecen, S. (2015). A social network analysis approach in educational research: Examining social structures of a learning community in a distance teacher education program. Turkish Online Journal of Distance Education, 16(3), 14-29.
20. Garrison, D. R., & Vaughan, N. D. (2013). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
21. Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (3rd ed.). Wadsworth Cengage Learning