Do Facilitated Online Dual Credit Classes Result in Deep LearningReport as inadecuate

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This study, with funding from the Jennings Foundation, sought to answer the following broad research question: Do facilitated online dual credit courses result in deep learning? The answer to this question is key to addressing barriers many students face in bridging from high school to college. This report includes a descriptive case study that included surveys, interviews, and focus groups of students taking online dual enrollment courses in Stark County, Ohio. High school facilitating teachers and college faculty teaching the online dual enrollment courses were also surveyed and interviewed. The results reached were that online dual credit courses provide an opportunity for first generation and other underserved students who meet the academic requirements to earn college credit in high school, reduce the costs of college, and demonstrate to themselves that they have the capacity to pursue college pathways. Also included in the study are recommendations and footnotes.

Descriptors: Dual Enrollment, Online Courses, Learning, Case Studies, High School Students, Secondary School Teachers, College Faculty, Student Surveys, Teacher Surveys, Interviews, Focus Groups, Barriers, Academic Achievement, Student Characteristics, Teacher Role, Teacher Responsibility, Interprofessional Relationship, Gender Differences, Age Differences, Economic Status

Stark Education Partnership. 400 Market Avenue North Suite B Plaza, Canton, OH 44702. Tel: 330-452-0829; Fax: 330-452-2009; Web site:

Author: Stark Education Partnership


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