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Babson Survey Research Group

Using data collected from a state sample of principals in Illinois this study examines the role of online and blended instruction in addressing concerns and issues facing the American high school. In comparing the results in this study with those of a national sample of principals, most of the findings are comparable even though the present study was conducted two years later (2010-2011 academic year vs. 2008-2009 academic year). Areas of similarity include: (1) Online credit recovery courses are proliferating across the country as well as in Illinois; (2) Concerns about costs and course quality continue to dominate the opinions of the principals in both Illinois and across the country; (3) Quality concerns are not preventing the expansion of online learning; and (4) High schools in Illinois and nationally use a number of external providers rather than develop courses in house. Two-hundred and ten (N=210) high school administrators participated in this study. Their high schools come from all regions of the state and represent over one-quarter of all Illinois high school enrollments. Of all schools in this sample, 62 percent had at least one student enrolled in a fully online course and 23 percent had at least one student enrolled in a blended or hybrid course. Data tables are appended. (Contains 15 figures and 1 table.)

Descriptors: High Schools, Principals, Costs, Educational Quality, Administrator Attitudes, Vendors, Rural Schools, Graduation Rate, College Readiness, Individualized Instruction, Barriers, Web Based Instruction, Electronic Learning, Blended Learning, National Surveys, Comparative Analysis, Credits, State Surveys, Online Courses, Educational Trends, Educational Change, Educational Finance, Educational Policy, Program Descriptions

Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457. Tel: 909-278-7389; Web site: http://www.babson.edu/Academics/centers/blank-center/global-research/Pages/babson-survey-research-group.aspx





Autor: Picciano, Anthony G.; Seaman, Jeff; Day, Scott

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2075&id=ED535142







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