Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris-Packer, Jerilyn D.; Ségol, Geneviève |
|---|---|
| Titel | An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting |
| Quelle | In: American Journal of Distance Education, 29 (2015) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0892-3647 |
| DOI | 10.1080/08923647.2015.990768 |
| Schlagwörter | Distance Education; Online Courses; Electronic Learning; Web Based Instruction; Program Effectiveness; Academic Achievement; School Effectiveness; Comparative Analysis; Academic Standards; Conventional Instruction; Statistical Analysis; Elementary Secondary Education; Reading Achievement; Mathematics Achievement; Florida; Michigan; Minnesota; Nevada; Ohio; Pennsylvania; South Carolina; Utah; Washington; Wisconsin |
| Abstract | This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania, South Carolina, Utah, Washington, and Wisconsin. Although the online schools do not appear to perform better than the traditional schools, on the average, their performance is not homogeneous. Some schools appear to perform as well as or better than traditional schools. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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