65.076 – Research on the Impact of Virtual Learning
Sun, April 19, 2:15 to 3:45pm, Marriott, Fourth Level, Armitage
Session Type: Paper Session
SIG-Technology as an Agent of Change in Teaching and Learning
Cathy C. Leogrande, Le Moyne College
15Digital Dilemmas in Dilemmatic Space(s): Analysis of a Digitalized Society – Göran Fransson, University of Gävle
Technology and Increased Self-Efficacy: Online Learning as a Solution for At-Risk Students – Somer Lewis, University of North Carolina – Wilmington; Amy E. Garrett Dikkers, University of North Carolina – Wilmington; Aimee Whiteside, University of Tampa
The Impact of Interactive, Video-Based Professional Development on the Use of Chat in Online Courses – Corinne Hyde, University of Southern California; Kimberly A. Ferrario, University of Southern California
To Teach Is to Learn Twice: Embedded Online Peer Mentoring Support in a First-Year Education Course – Norman Davis Vaughan, Mount Royal University
Virtual Learning in New Zealand: Examples of Networked Schools – Michael Kristopher Barbour, Sacred Heart University; Derek Wenmoth, Core Education Ltd; Niki Davis, University of Canterbury
Natalie B. Milman, The George Washington University
The specific session is:
Technology and Increased Self-Efficacy: Online Learning as a Solution for At-Risk Students
This presentation explores the online learning experiences of at-risk students and their teachers in the North Carolina Virtual Public School (NCVPS) and the North Carolina Performance Learning Centers (PLCs). The three-year, mixed methods case study examines the benefits and challenges of online learning for at-risk students, including whether the online environment helps or hinders their learning experiences, and suggests support structures that, when implemented, could lead to increased self-efficacy for these students.
This was a part of a four year study, according to Somer, that looked at student and teacher experiences in the K-12 online learning environment, with a focus on at-risk youth. The data were collected through a variety of surveys, interviews and focus groups.
The study actually found that many of the benefits or strengths of online learning, were often the same things that were also listed as weakness or challenges of the K-12 online learning environment. One of the other main findings was the support structures that were provided, and the fact that most K-12 students did not have any prior experience with online learning or how to learn in that kind of independent learning environment.