Reasons for student dropout in an online course in a rural K–12 setting

Varre, Claire de la; Irvin, Matthew J.; Jordan, Adam; Hannum, Wallace H.; Farmer, Thomas W.

doi:10.1080/01587919.2015.955259

Cited by 52 publications

(33 citation statements)

References 38 publications

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“…This is seen, for example, in the College Board's (2014c) state reports on equity of access and the recent efforts of independent scholars investigating how subgroups of students interact with the program, including rural students (Barbour & Mulcahy, 2006;Cisneros et al, 2014;de la Varre, Irvin, Jordan, Hannum, & Farmer, 2014), English language learners (Kanno & Kangas, 2014), diverse students (Cisneros et al, 2014;Flowers, 2008;Griffith, 2010), low-income students (Hallett & Venegas, 2011;Moore & Slate, 2008), female students (Ackerman et al, 2013;Campbell, Brown, & Perry, 2009;Griffith, 2010), and urban students (Lichten, 2010). Although these efforts are preliminary, they still reveal clues about the special challenges these subpopulations experience.…”

Section: Looking Forward With An Eye On Subpopulationsmentioning

confidence: 99%

“…What variables (including non-cognitive variables) should be considered when permitting a student to enroll in an AP course or take an AP test? • • Attrition rates seem to be higher in online AP courses than in face-to-face AP courses (Barbour & Mulcahy, 2006;de la Varre et al, 2014). Under what conditions is an online delivery system effective for an AP course?…”

Section: Looking Forward With New Scientific and Policy Questionsmentioning

confidence: 99%

“…What little is known about rural students and the AP program is enticing, though. For example, two separate studies on rural students enrolled in online AP courses showed that these students have attrition rates that are higher than classroom-based face-to-face AP courses (Barbour & Mulcahy, 2006;de la Varre et al, 2014).…”

Section: Looking Forward With An Eye On Subpopulationsmentioning

confidence: 99%

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Research on the Academic Benefits of the Advanced Placement Program

Warne

2017

Sage Open

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With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.

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Section: Looking Forward With An Eye On Subpopulationsmentioning

confidence: 99%

Section: Looking Forward With New Scientific and Policy Questionsmentioning

confidence: 99%

Section: Looking Forward With An Eye On Subpopulationsmentioning

confidence: 99%

See 1 more Smart Citation

Research on the Academic Benefits of the Advanced Placement Program

Warne

2017

Sage Open

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“…Parents of special education students were also more satisfied with their students' cyber school than were parents of general education students. In addition to advising students to enroll in online courses, de la Varre et al (2014) observed that parents also advised their students to drop out of online programs when students' performance was low, when students were unable to fully engage in extracurricular activities, or when the course content "went against their family's values" (p. 10).…”

Section: Instructingmentioning

confidence: 99%

The Nature of Parental Engagement at an Online Charter High School

Borup

Stevens

Waters

2015

OLJ

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As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students' learning. Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents' engagement behavior-especially parents of adolescent learners. In this case study we addressed this gap using parent and student interviews at a full-time online charter school. Our analysis of 19 interviews with 9 parents and 10 interviews with 10 students identified five primary types of parental engagement within this setting: (1) nurturing relationships and interactions, (2) advising and mentoring, (3) organizing, (4) monitoring and motivating student engagement, and (5) instructing. We also identified obstacles to effective parental engagement, and in this paper we discuss how programs can work with parents to foster more collaborative relationships.

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“…Στις έρευνες συμμετείχαν αγόρια και κορίτσια. Μεταξύ των μαθητών υπήρξαν αρκετοί που ζούσαν σε αγροτικές αλλά και απομονωμένες περιοχές των Η.Π.Α., του Καναδά και άλλων χωρών (Hannum,et al,2009;De la Varre et al,2010;Hiew et al, 2010;Barbour,2011;Holian et al,2014;De la Varre, 2014 ). Τρεις έρευνες είχαν ως δείγμα παιδιά με ειδικές ανάγκες (Burdette et al, 2013;Burdette et al, 2014;Johnston,2014;Rice et al, 2016 Thomson,2010;Wallace,2009).…”

Section: παρουσίαση αποτελεσμάτωνunclassified

Η Εξ Αποστάσεως Σχολική Εκπαίδευση. Συστηματική Ανασκόπηση Της Ελληνικής Και Διεθνούς Βιβλιογραφίας.

Κελενιδου

Αντωνιου²,

Παπαδακησ³

2017

ICODL

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This paper aimed at exploring the conclusions of the implementation of distance learning in schools of primary and secondary education in different countries as they were published in surveys from 2008 to today. Relied on the systematic review methodology to identify, evaluate and interpret the available research that responded to the research question asked. Eighty four surveys were initially selected, but thirtythree were rejected after testing, and they were presented in a table listing the reasons for their rejection. Of the forty-seven surveys selected, ten are from Greece and the rest from various other countries. From the processing of these surveys, many useful conclusions were drawn regarding the implementation of distance learning. Among the students who participated there were children living in remote rural areas, children with special learning needs or "gifted" pupils. Most of them expressed satisfaction with their participation, positively considering their ability to self-regulate their learning. The views of parents, teachers and educational staff were also explored. Finally, pedagogical exploitation of technology was evaluated. This thesis has been completed with the comparative assessment of Greek and foreign language research. Keywords: K-12 distance education, complementary distance learning, blended learning, e-learningΠερίληψη Η εργασία αυτή είχε ως στόχο να διερευνήσει τα συμπεράσματα από την εφαρμογή της σχολικής εξ αποστάσεως εκπαίδευσης σε σχολεία της α' θμιας και β' θμιας εκπαίδευσης σε διάφορες χώρες έτσι όπως αυτά δημοσιεύτηκαν σε έρευνες από το 2008 έως σήμερα. Στηρίχθηκε στη μεθοδολογία της συστηματικής ανασκόπησης ώστε να εντοπίσει, να αξιολογήσει και να ερμηνεύσει τις διαθέσιμες έρευνες που απαντούσαν στο ερευνητικό ερώτημα που είχε διατυπωθεί. Αρχικά επιλέχθηκαν ογδόντα τέσσερις έρευνες, μετά από έλεγχο όμως απορρίφθηκαν οι τριάντα τρεις, οι οποίες και παρουσιάστηκαν σε πίνακα όπου αναφέρονται τα αιτία της απόρριψής τους. Από τις σαράντα επτά έρευνες που επιλέχθηκαν δέκα ήταν από την Ελλάδα και οι υπόλοιπες από διάφορες άλλες χώρες. Από την επεξεργασία των ερευνών αυτών προέκυψαν πολλά χρήσιμα συμπεράσματα σχετικά με την εφαρμογή της εξ http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 12/05/2018 09:23:55 |

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Reasons for student dropout in an online course in a rural K–12 setting

Cited by 52 publications

References 38 publications

Research on the Academic Benefits of the Advanced Placement Program

Research on the Academic Benefits of the Advanced Placement Program

The Nature of Parental Engagement at an Online Charter High School

Η Εξ Αποστάσεως Σχολική Εκπαίδευση. Συστηματική Ανασκόπηση Της Ελληνικής Και Διεθνούς Βιβλιογραφίας.

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