Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance

Autor/inn/en	Hart, Cassandra M. D.; Berger, Dan; Jacob, Brian; Loeb, Susanna; Hill, Michael
Titel	Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance
Quelle	In: AERA Open, 5 (2019) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hill, Michael) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Online Courses; Educational Technology; Technology Uses in Education; High School Students; Academic Achievement; Graduation; Virtual Classrooms; Elementary Secondary Education; Grade 9; Grade 10; Student Characteristics; Institutional Characteristics; Repetition; Required Courses; Florida + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Abschluss; Graduierung; School year 09; 9. Schuljahr; Schuljahr 09; Wiederholung; Pflichtkurs
Abstract	This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face--both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01