An Investigation into Reported Differences B e tween Online Foreign L anguage Instruction and Other Subject Areas in a Virtual School

Oliver, Kevin; Kellogg, Shaun; Patel, Ripal

doi:10.11139/cj.29.2.269-296

Cited by 26 publications

(39 citation statements)

References 35 publications

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“…It is even more worrisome, given that self‐regulation is impacted by learner motivation, that 62% of online enrollments in virtual schools fall into the category of credit recovery (Queen & Lewis, ), a category that frequently overlaps with poorly motivated students. A recent study of North Carolina Virtual Public School prompts a further concern: Oliver, Kellogg, and Patel () report that students enrolled in foreign language courses at the school had significantly lower perceptions of their online course than students taking other subjects had of theirs, while just 19% of intermediate and advanced foreign language students perceived that they learned as much online as they did in offline courses.…”

Section: K–12 Online Language Learningmentioning

confidence: 99%

Online Foreign Language Education: What Are the Proficiency Outcomes?

Lin

Warschauer

2015

The Modern Language Journal

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Section: K–12 Online Language Learningmentioning

confidence: 99%

Online Foreign Language Education: What Are the Proficiency Outcomes?

Lin

Warschauer

2015

The Modern Language Journal

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“…This finding supports national survey research by Gill et al (2015) that found only 21% of the 127 surveyed full-time online programs reported that they frequently facilitated "collaborative learning involving two or more students working together" (p. 10). Previous research has highlighted that collaborative online courses lose some of the advantages of self-paced instruction and make it more difficult for students to learn and master the content at a pace independent of other students (DiPietro, Ferdig, Black, & Preston, 2008;Oliver et al, 2010). Teachers are often asked to provide students with the best from both worlds.…”

Section: Discussionmentioning

confidence: 99%

“…Although the flexibility inherent in "virtual collaboration … addresses many of the difficulties inherent in traditional, face-to-face collaborative efforts" (Jones & Green, 2012, p. 27), collaborative learning opportunities appear to be less common online than in face-to-face environments and can vary across content areas (Kozma et al, 2000). For instance, Oliver, Kellogg, and Patel's (2010) quantitative case study found that online math students reported significantly fewer opportunities for group collaboration than online students in other content areas. This appeared to be a result of the visual nature of math and the need for synchronous communication.…”

Section: Collaboratingmentioning

confidence: 99%

“…Teachers in DiPietro's (2010) study also believed that online learner-learner interactions resulted in cheatingprobably more than the teachers were aware. Similarly, two teachers in Oliver et al's (2010) study were reluctant to have students collaborate because they believed that some students used "collaboration as a crutch to derive answers from peers" (p. 439). As a result, DiPietro (2010) emphasized the need for instructors to closely monitor learner-learner interactions and to establish a culture of respect and academic honesty.…”

Section: Collaboratingmentioning

confidence: 99%

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Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Borup

2016

IRRODL

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Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner-learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner-learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner-learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner-learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students' individual needs and requiring collaborative learning opportunities.

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“…Several studies suggest that this discrepancy in outcomes is explained by an interaction between instructional modality and a student's prior performance, producing different outcomes for online students of different skill levels (Bigelow, 2009;Lu & Lemonde, 2013;Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2017). Understanding what leads to student success in F2F and online sections is especially important in mathematics courses, where students have been shown to perform even more poorly than other subjects in online sections (Oliver, Kellogg, & Patel, 2010).…”

Section: Introductionmentioning

confidence: 99%

Student Ability Best Predicts Final Grade in a College Algebra Course

O’Connell

Wostl²,

Crosslin³

et al. 2018

Learning Analytics

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Historical student data can help elucidate the factors that promote student success in mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse student population in order to understand the relationship between course success and student performance in previous courses, student demographic background, and time spent on coursework. We find that indicators of students' past performance and experience, including grade-point-average and the number of accumulated credit hours, best predict student success in this course. We also find that overall final grades are representative of the entire course and are not unduly weighted by any one topic. Furthermore, the amount of time spent working on assignments led to improved grade outcomes. With these baseline data, our team plans to design targeted interventions that can increase rates of student success in future courses. Notes for Practice• Past studies have found that student grades are influenced by several factors, including student ability, student demographic background, and course specific factors.• This study finds that student prior performance in past courses is the best predictor of final grade outcome in an introductory mathematics course.• We recommend early interventions to target at-risk students, particularly students with low grade-point averages, students who are part time, and first semester students.• We found that time spent on assignments is associated with higher grades. Therefore, to the extent possible, assignments should be given in an online format that incorporates a timestamp, thereby allowing instructors to identify in real-time students who may need intervention.

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An Investigation into Reported Differences B e tween Online Foreign L anguage Instruction and Other Subject Areas in a Virtual School

Cited by 26 publications

References 35 publications

Online Foreign Language Education: What Are the Proficiency Outcomes?

Online Foreign Language Education: What Are the Proficiency Outcomes?

Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Student Ability Best Predicts Final Grade in a College Algebra Course

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