Case Study: The Perception of Online Tutorials--Habitually Absent Students with Familial or Socioeconomic Circumstances

Autor/in	Hudson, Glyniss A.
Titel	Case Study: The Perception of Online Tutorials--Habitually Absent Students with Familial or Socioeconomic Circumstances
Quelle	(2013), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9158-4
Schlagwörter	Hochschulschrift; Dissertation; Technology Uses in Education; Attendance Patterns; Tutorial Programs; Educational Technology; Student Attitudes; Student Motivation; Academic Achievement; Interviews; Teacher Attitudes; Parent Attitudes; Socioeconomic Status; Family Influence; Web Sites + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Unterrichtsmedien; Schülerverhalten; Schulische Motivation; Schulleistung; Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Socio-economic status; Sozioökonomischer Status; Web-Design
Abstract	This case study explored the perception of online tutorials by habitually absent students with familial or socioeconomic circumstances. Researched literature confirmed a link between absenteeism, and academic achievement. Research Questions were designed to determine (a) student perception of online tutorials, and (b) motivation to achieve academically in class upon return from an absence. Two student participants were given access to the MOODLE content management system for a 45 day period. Open ended interviews with the students, parents, and teachers before and after the study were inconclusive as only one participant was successful. Implications for future research based on the study suggest a broader spectrum of participants to reduce the number of limiting factors that affected the study. Recommendations for the school districts to target habitually absent students with an opportunity to access online tutorials, and the state to locate additional funding for those districts developing online tutorial programs. [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