One way to better understand the d~cult instructional issues associated with the integration of computer technology in classrooms is to analyze the implementation of computer technology. This study developed and validated a measure for examining the quality of implementation of an Integrated Learning System (ILS). The measure was used to analyze ILS implementation and determine if there were d~ferences in the operational patterns of teachers implementing an ILS and ident~-y implementation practices of teachers that indicated implementation fidelity. The measure indicated which teachers were high fidelity implementers and which implementation practices distinguished high fidelity implementers.I~ Since the introduction of computer technology into schools and classrooms, a debate about its educational benefits has ensued. Particularly, the question of effectiveness has long been at the forefront of research into computer-delivered instruction (Bozeman & House, 1988;Kulik, 1994;Niemiec & Walberg, 1985;Skinner, 1990). Research suggested that computer-delivered instruction had the capacity for improving learning. Effectively organizing and implementing computer technology in dassrooms still remained important problems to solve, however, because the entire process by which computers and learners came together in schools was often "inefficient, poorly planned, and incredibly chaotic" (Maddux, Johnson, & Harlow, 1993, p. 220).The underlying assumption made by educators for using computer technology has been a belief that the technology substantially improved learner achievement through increased instructional quality or productivity. Unfortunately, the influence of computer technology on learning often seemed inconsequential because of matters that appeared to be implementation issues. For instance, learners had minimal access to computers, courseware was not integrated with classroom instruction, computer-based activities did not play a significant role in instruction, and teacher training was inadequate (Becker, 1991(Becker, , 1994Van Dusen & Worthen, 1992).One type of computer technology dominating the educational software market for almost two decades is integrated learning systems (ILSs). By some estimates, ILSs account for nearly 50% of total educational software purchases (Bailey, 1993 22 ETR&D, Vol. 48, No. 4 ered instruction packaged as comprehensive software systems operating on networked hardware platforms. ILSs provide a multiyear curriculum sequence of instruction that is controlled by a management system enabling teachers to assign lesson sequences, monitor learner performance, and generate learner progress reports (Mills, 1994). ILS courseware attempts to incorporate principles of learning theory and instruction into the design of the software (Alifrangis, 1990). ILS appeal seems to be based on the fact that ILSs offer a comprehensive one-stop solution to instructional computing (Robertson, Stephens & Company, 1993).Empirical research supporting the effectiveness of ILSs for learning has been inconclusiv...

Two lines of research have emerged to study the causes and prevention of student failure in virtual (K-12) schools: studies of learner characteristics and studies of learning environment characteristics. To develop a useful model for predicting failure and promoting success in virtual school environments, a study was designed to measure the relation between a combination of student and environmental factors derived from previous research and successful course completion during one semester at a large (N = 4,100) virtual school. Study findings yielded a model that can discriminate between successful and unsuccessful online school students and is especially effective at identifying those likely to succeed.Early in the development of distance learning programs, it became apparent that dropout and failure rates tended to be significantly higher for distance students than for those in traditional, face-to-face classrooms (Bernard and Amundsen 1989;Cyrs 1997;Dille and Mezack 1991). That trend has persisted throughout the development of newer distance delivery technologies ). Two very different lines of research have emerged to study the causes of the problem and how to address it: studies of Correspondence should be sent to M. D. Roblyer, University of Tennessee at Chattanooga, College of Health, Education, and Professional Studies, 615 McCallie Ave., Chattanooga, TN 37403. SUCCESS IN VIRTUAL SCHOOL STUDENTS 91learner characteristics and studies of the characteristics of learning environments. However, neither of these lines of research has yielded a consistently helpful model for addressing the problem.This study was undertaken to explore whether a combination of learner characteristics and learning environment variables derived from past research could predict success in one kind of distance learning population (virtual school students) and how organizations that offer distance courses might use findings from such a model to facilitate online learning success for future students. STUDYING THE ROLE OF LEARNER CHARACTERISTICSDuring the pre-Internet days, research on distance learning success developed around the influence of learner characteristics. The assumption was that, in light of the highly abstract quality of these learning environments, successful learners were those who were simply better equipped to deal with the complexity of learning in this new format.As distance learning expanded to include more diverse populations and younger learners at earlier levels of education, research on learner characteristics began to assume even greater significance. Hartley and Bendixen (2001) felt that if the primary reason for success or failure in distance learning lies in learner characteristics, this finding has the potential to widen an already troublesome Digital Divide. STUDYING THE ROLE OF NONSTUDENT VARIABLESNot everyone agrees, however, that learner characteristics are the overarching contributors to success. P. Smith and Dillon (1999) felt that the characteristics of distance learning delivery systems and course de...

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