Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school

Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

doi:10.1080/01587919.2013.770430

Cited by 64 publications

(54 citation statements)

References 13 publications

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“…In fact, different types of interactions, although interrelated, are not identical (Swan, ), especially in terms of their effects on students’ learning outcomes. As noted by Hawkins Graham, Sudweeks, and Barbour (), few studies have examined the roles of different types of interaction in K‐12 online learning. Further research on this subject is clearly warranted.…”

Section: Interaction In Online Educationmentioning

confidence: 99%

Interactions and learning outcomes in online language courses

Lin¹,

Zheng²,

Zhang

2016

Brit J Educational Tech

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Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking high-school level online language courses in a Midwestern virtual school. Regression analysis was employed to examine how three broad types of interactions, learner-instructor, learner-learner and learner-content (Moore, 1989), affected students' perceived progress and satisfaction. After controlling for demographic information, motivation and learning strategies, the results of multiple regression showed that learner-instructor and learner-content interactions had significantly positive effects on satisfaction, whereas learner-learner interaction did not affect satisfaction. Learnercontent interaction was the only factor that affected perceived progress.

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Section: Interaction In Online Educationmentioning

confidence: 99%

Interactions and learning outcomes in online language courses

Lin¹,

Zheng²,

Zhang

2016

Brit J Educational Tech

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“…After extracting the data, we categorized types of page views with an interaction framework used by various researchers (Borup, Graham, & Davies, 2013;Hawkins, Graham, Sudweeks, & Barbour, 2013;Heinemann, 2005), consisting of three types of interaction: procedural, content, and social (see Table 1). This framework allowed us to better determine when students were most likely learning for the course, rather than reviewing the syllabus or checking their grades.…”

Section: Lms Log Datamentioning

confidence: 99%

Exploring intensive longitudinal measures of student engagement in blended learning

Henrie

Bodily

Manwaring

et al. 2015

IRRODL

105

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In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and openended questions given repeatedly during the semester. Observational data were student activity data extracted from the learning management system. We explored how engagement varied over time, both at the course level and between students, to identify patterns and influences of student engagement in a blended course. We found that clarity of instruction and relevance of activities influenced student satisfaction more than the medium of instruction. Student engagement patterns observed in the log data revealed that exploring learning tools and previewing upcoming assignments and learning activities can be useful indicators of a successful learning experience.Future work will investigate these findings on a larger scale.

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“…Online tertiary education is growing exponentially and in some cases surpassing face-to-face enrolment (Hawkins et al, 2013). Mon (2010) reports increases in the number of colleges and universities venturing into online education, and shows that enrolments in online education programmes in the United States increased from 1.6 million students in 1998 to over 3.9 million in 2007.…”

Section: Issues Relating To Online Learning: Exploring Existing Litermentioning

confidence: 99%

“…Indeed, online learning is considered by some to be the new form of distance education (Moore, DicksonDeane & Galyen, 2011) and there is a growing demand for this mode of learning worldwide. In countries such as the USA, online learning is an option for students at even the high school level (Kennedy & Archambault, 2012;Hawkins, Graham, Sudweeks & Barbour, 2013). As with faceto-face instruction, online learning has its strong points as well as its challenges and it is advisable not to see one as better than the other, but merely as different.…”

Section: Introductionmentioning

confidence: 99%

Open Praxis, volumen 6 issue 4

Gil‐Jaurena¹

2014

Open Praxis

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Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school

Cited by 64 publications

References 13 publications

Interactions and learning outcomes in online language courses

Interactions and learning outcomes in online language courses

Exploring intensive longitudinal measures of student engagement in blended learning

Open Praxis, volumen 6 issue 4

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