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An exploratory case study of middle ...

Wolfinger, Suzanne.

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An exploratory case study of middle school student academic achievement in a fully online virtual school.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An exploratory case study of middle school student academic achievement in a fully online virtual school./
Author:	Wolfinger, Suzanne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	242 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10129096
ISBN:	9781339870748

An exploratory case study of middle school student academic achievement in a fully online virtual school.
Wolfinger, Suzanne.

An exploratory case study of middle school student academic achievement in a fully online virtual school. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 242 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2016.

Virtual school enrollment continues to increase in the United States although the efficacy of this school model remains highly debated. The majority of research conducted about virtual schooling focuses on high school and adult online learners. Recent literature highlights the need for quality research that provides an understanding of the characteristics of adolescent online learners and the types of support they need to achieve academically in a virtual school. The purpose of this qualitative case study was to explore the academic achievement of successful middle school students in a fully online K-12 cyber school (virtual school) in Pennsylvania, through the perceptions of middle school teachers, students, and their learning coaches. The conceptual framework for this study was supported by research and included the following research streams: learner characteristics, academic support, and academic social support. Eight middle school students and their learning coaches and nine middle school teachers participated in this study. In-person observations and interviews were conducted within each student household. The teachers participated in an online focus group interview. This study's results revealed that the student participants share learner characteristics in common, teachers continue to play an important role in the virtual school model, and specific aspects of parental involvement were revealed that indicate a learning coach's approach may promote academic achievement. Certain components and features of the education management system were perceived by the study participants as supportive of academic achievement. Lastly, a connection with peers through extracurricular activities appeared to impact student motivation and academic achievement in virtual school.

ISBN: 9781339870748Subjects--Topical Terms:

517670
Educational technology.

An exploratory case study of middle school student academic achievement in a fully online virtual school.
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245 1 3 $a An exploratory case study of middle school student academic achievement in a fully online virtual school.
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500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Allen C. Grant.
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520 $a Virtual school enrollment continues to increase in the United States although the efficacy of this school model remains highly debated. The majority of research conducted about virtual schooling focuses on high school and adult online learners. Recent literature highlights the need for quality research that provides an understanding of the characteristics of adolescent online learners and the types of support they need to achieve academically in a virtual school. The purpose of this qualitative case study was to explore the academic achievement of successful middle school students in a fully online K-12 cyber school (virtual school) in Pennsylvania, through the perceptions of middle school teachers, students, and their learning coaches. The conceptual framework for this study was supported by research and included the following research streams: learner characteristics, academic support, and academic social support. Eight middle school students and their learning coaches and nine middle school teachers participated in this study. In-person observations and interviews were conducted within each student household. The teachers participated in an online focus group interview. This study's results revealed that the student participants share learner characteristics in common, teachers continue to play an important role in the virtual school model, and specific aspects of parental involvement were revealed that indicate a learning coach's approach may promote academic achievement. Certain components and features of the education management system were perceived by the study participants as supportive of academic achievement. Lastly, a connection with peers through extracurricular activities appeared to impact student motivation and academic achievement in virtual school.
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