A Quantitative Correlational Study Relating Synchronous Instruction to Student Engagement and Course Pass Rates of 11th and 12th Grade Online Students

Autor/in	Obodai, Jennifer Lynne
Titel	A Quantitative Correlational Study Relating Synchronous Instruction to Student Engagement and Course Pass Rates of 11th and 12th Grade Online Students
Quelle	(2018), (136 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-1736-2
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Web Based Instruction; Synchronous Communication; Computer Mediated Communication; Correlation; Learner Engagement; Academic Achievement; Electronic Learning; High School Students; Grade 11; Grade 12; Student Participation; English; Mathematics; Sciences; History; Grades (Scholastic); Virtual Classrooms; Nevada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Web Based Training; Computerkonferenz; Korrelation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; English language; Englisch; Mathematik; Science; Wissenschaft; Geschichte; Geschichtsdarstellung; Notenspiegel
Abstract	The problem presented by this study was reduced synchronous instruction in online learning environments often causes students to disengage by not participating in coursework or completing assignments. Additionally, a reduced amount of synchronous instruction opportunities yielded a reduction in coursework progress, decreased interaction, and reduction in successful course completion among online students specifically in 11th and 12th grade. The purpose of this quantitative correlational study was to determine the relationship between synchronous instruction and student engagement (participation and course completion), and synchronous instruction and course pass rates specifically for 11th and 12th grade online students in Nevada. This study focused on examining four courses (English, Math, Science, and History) associated with 11th and 12th grade online students and the correlation between the amount of synchronous instruction, to their overall engagement and overall course completion grades. Student data included student participation (course completion), synchronous instruction, and final course grades. This study was based on one online school, Nevada Connections Academy, serving students all across the state of Nevada. Throughout this study, a focus on synchronous instruction and its correlation to participation and course pass rates was investigated. Previous research consistently indicated/revealed synchronous instruction produces a positive impact on overall student learning (Claman, 2015; Garrett Dikkers, 2015). Overall, this study yielded results that showed some positive correlation between synchronous instruction and participation, course completion, and course pass rates, but did not show an overall significance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01