Virtual Vistas: High School Students Describing Their Experiences in Online Courses PDF Download

Author: Amy Johnston Scheick
Publisher:
ISBN:
Category :
Languages : en
Pages : 218

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Book Description
Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.

Author: Michael Grahame Moore
Publisher: Routledge
ISBN: 1136635564
Category : Education
Languages : en
Pages : 754

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Book Description
The third edition of this award-winning Handbook continues the mission of its predecessors: to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past three decades. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. Key features include: Comprehensive coverage that includes all aspects of distance education, including design, instruction, management, policy, and a section on different audiences. Chapter authors frame their topic in terms of empirical research (past and present) and discuss the nature of current practice in terms of that research. Future research needs are discussed in relation to both confirmed practice and recent changes in the field. Section one provides a unique review of the theories that support distance education pedagogy. Section six includes a unique review of distance education as a component of global culture. This book will be of interest to anyone engaged in distance education at any level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. Recipient of the 2013 IAP Distance Education Book Award

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672

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Book Description

Author: Randy Pausch
Publisher:
ISBN: 9780340978504
Category : Cancer
Languages : en
Pages : 0

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Book Description
The author, a computer science professor diagnosed with terminal cancer, explores his life, the lessons that he has learned, how he has worked to achieve his childhood dreams, and the effect of his diagnosis on him and his family.

Author: John Finley
Publisher:
ISBN:
Category :
Languages : en
Pages : 212

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Book Description
To meet the demands of the digital age, students must develop 21st century skills during their secondary school years. Virtual and online courses can play a significant role in training students to be proficient in 21st century skills and preparing them to enter the workforce or higher education after high school. This qualitative case study explored students' perceptions of a virtual learning experience and their perceptions of 21st century skills. The study was conducted at a rural high school in the southeastern United States. Thirty-two students were observed engaging in a virtual learning experience in a computer lab. Focus group interviews with 24 of the students were conducted in order to gain deeper insights into students' perceptions of virtual education experiences and 21st century skills. Connectivist and 21st Century Skills themes were observed and discussed throughout the observation and interview processes. Analysis of the data revealed several themes regarding virtual experiences. The themes were pacing and efficiency; flexibility; the Edgenuity LMS; relationships with teachers; and 21st century skills themes such as communication, collaboration, and electronic tools.

Author: Damion O. Lewis
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 230

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Book Description
The purpose of this hermeneutical phenomenological study was to describe secondary student experiences within mandatorily assigned online courses using the North Carolina Virtual Public Schools (NCVPS) platform. Bandura’s (1986) social cognitive theory provided a lens to explore this phenomenon. Specifically, the study was guided by the central research question: What are the experiences of secondary students who are required to take online courses using NCVPS? Student participants were selected from two low-performing high schools in northeastern North Carolina. Data collection consisted of semi-structured interviews, focus groups, and document analysis. Accordingly, data was analyzed through the process of immersion: continually reading, reflecting, and interpreting data, in addition, NVivo 11 was used to assist the aforementioned processes and aid coding efforts. Appropriate methods outlined by van Manen (1990) were followed to ensure alignment with the hermeneutical style of phenomenology. The results of the study revealed what secondary students experience while participating in a mandatory NCVPS course vary depending on specific course, content, and perceived personal learning style; moreover, student levels of internet self-efficacy are not a strong determinant as to whether those experiences will be wholly positive or negative nor is their acclimation to technology a determining factor for how a student might perceive online learning. Students revealed concerns regarding presence of the online instructor as well as perceived support. Students acknowledged favorable perceived value of the required, school-based course facilitator. In addition, students noted increased dependency on various learning strategies in order to successfully perform in their assigned courses.

Author: Lance Alan Wilhelm
Publisher:
ISBN:
Category :
Languages : en
Pages : 438

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Book Description
Virtual learning is expanding rapidly at the high school level, but little is understood about the high school student perspective in virtual classes. This dissertation consists of three articles that examine the subject. The first article is a review of the literature, which indicates that there are concerns about virtual learning from the student, teacher, and institutional perspectives. The second article describes a case study approach to gaining a richer understanding of the student experience in a virtual class. This particular case focused on two seniors taking a science course from another high school via two-way interactive video. This experience was not a positive one for the students; the case study describes many factors that, in combination, created an environment that was not conducive to successful virtual learning. The third article details a descriptive study in which a survey was developed and distributed to students in virtual classes in over 100 high schools in the state of Iowa. Two-thirds (67%) of the students responding to the survey were female, and 63% of the classes were taken from community colleges. Over 83% of these courses were taught through the Iowa Communications Network (ICN), and browser-based classes make up 15% of the total. Three common reasons were given for taking the virtual classes: 1)their school did not offer this class, 2) this gave them a head start on college and/or their career, and 3) they received free college credit. Lecture was listed by 69% as the primary teaching method used in the class. Most students indicated that the experience was a positive one, and 76% said that they would take the class again. Those who said they would not take the class again most frequently mentioned concerns about the teaching methods and the lack of face-to-face contact with the teacher. Perceived learning was a strong predictor of course satisfaction. Of those who felt they learned more in the virtual class than in their face-to-face classes, 97% said they would take the class again. Among those who perceived they learned less, only 38% indicated they would take the class again.

Author: Saul Carliner
Publisher: Human Resource Development
ISBN: 9780874257403
Category : Business & Economics
Languages : en
Pages : 234

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Book Description
If you're thinking about using online learning in your organization, Online Learning will become one of your greatest planning resources. The author explains online learning in simple language, defines basic terms and concepts, and addresses three key considerations when planning an online learning program.

Author: Barbara Oakley, PhD
Publisher: Penguin
ISBN: 052550446X
Category : Juvenile Nonfiction
Languages : en
Pages : 258

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Book Description
A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid "rut think" in order to think outside the box Why having a poor memory can be a good thing The value of metaphors in developing understanding A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.

Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508

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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.