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A second chance to graduate on time: High school students' perceptions on participating in an online credit recovery program.

机译：准时毕业的第二次机会：高中生对参加在线信用追回计划的看法。

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摘要

High schools in the United States are facing increased scrutiny to increase the number of students graduating with a diploma in four years. This pressure comes from many sources. First, the No Child Left Behind Act instituted graduation as a measure of a high school's success at the federal level. States soon followed by increasing accountability in this area. Differences in how graduation rates were measured and advancements in data tracking technology led to many states measuring cohort groups of students who enter high school in the ninth grade and tracking them to see how many graduate in four years. This measure became known as an on-time graduation rate and, in many states, became a measure used to determine high schools' accreditation.;School districts responded to these changes in accountability by instituting new programs designed to increase graduation rates and decrease the number of students dropping out. One type of program that has increased in popularity across the country is the online credit recovery program. Online credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Features of an online credit recovery program include a one-to-one learning environment where students interact with digital curriculum that includes text, audio, video, and graphic information. Online credit recovery courses are designed so that students can demonstrate mastery of known content quickly and focus on material they did not master the first time they took the course. This instructional approach, along with the asynchronous design that allows students to work through course content at their own pace, enables students to earn a course credit in a reduced period of time.;The purpose of the current study was to capture the perceptions of students who are enrolled in an online credit recovery program. The goal of the study to document what factors they believed contributed to their success. The study was driven by research questions which sought to analyze the (1) factors students attributed to their success in the online credit recovery program, (2) perceived chances of graduating from high school on-time after successfully completing the course, (3) relationship between the credit recovery course and the one-to-one laptop computing initiative supported by the school district, and (4) online learning environment of the credit recovery program, as compared to a traditional classroom setting.;A qualitative, phenomenological, design was used to explore the research questions. Twenty retained ninth grade students were interviewed. Ten came from each of the two schools that first implemented the online credit recovery program in the school district. The researcher inductively coded these interviews which allowed themes to emerge through the voices of these students.;These themes included a sense of control of the learning environment in the online credit recovery program that students did not feel in a regular classroom. This control was manifested by the self-paced, distraction-free, learning environment that was enhanced by the district's one-to-one laptop computing initiative. Also, increased and varied opportunities to demonstrate mastery fostered this sense of control. Another major theme that emerged is that students believed that their chances to graduate on-time were improved because they were able to earn a credit in a course quickly that they had previously failed. The ability to recovery this credit allowed students to avoid traditional credit recovery options in which they felt they would not be successful. Students also perceived that they would continue to experience success if they were allowed to take other courses through the online credit recovery program.
机译：美国的高中面临越来越严格的审查，以增加四年内获得文凭毕业的学生人数。这种压力来自许多方面。首先，《不让任何一个孩子落伍法案》规定了毕业，以衡量高中在联邦一级的成功。各国很快在这方面加强了问责制。在测量毕业率和数据跟踪技术的进步方面的差异导致许多州对进入九年级高中的学生群体进行测量，并跟踪他们以查看四年中有多少毕业生。该措施被称为按时毕业率，并且在许多州已成为用于确定高中认证的一种方法。学区通过建立旨在提高毕业率并减少人数的新计划来应对这些问责制变化的学生辍学。在线信用恢复程序是一种在全国范围内越来越受欢迎的程序。在线学分恢复计划利用异步在线学习平台，该平台专为在传统教室环境中重修失败课程的学生而设计。在线信用恢复计划的功能包括一对一的学习环境，学生可以在其中与包含文本，音频，视频和图形信息的数字课程进行交互。设计在线信用恢复课程，以便学生可以快速展示对已知内容的掌握，并专注于第一次参加本课程时未掌握的材料。这种教学方法以及异步设计使学生可以按照自己的步调学习课程内容，从而使他们能够在较短的时间内获得课程学分。；本研究的目的是捕获学生的看法谁参加了在线信用恢复计划。研究的目的是记录他们认为哪些因素有助于他们取得成功。这项研究受到研究问题的驱动，这些问题旨在分析（1）学生在网上信用恢复计划中获得成功的因素；（2）成功完成课程后，感知到的高中毕业准时毕业的机会；（3）学分支持的学分恢复课程与一对一笔记本电脑计算计划之间的关系，以及（4）与传统教室设置相比，学分恢复计划的在线学习环境。；定性，现象学，设计被用来探索研究问题。采访了20名九年级学生。最早在学区实施在线学分追回计划的两所学校中，有十所来自每所学校。研究人员归纳了这些访谈的归纳编码，使主题可以通过这些学生的声音出现。这些主题包括对在线信用恢复计划中的学习环境的控制感，这是学生在常规教室中所没有的。这种控制体现在自定进度的，无干扰的学习环境中，该学习环境通过该地区的一对一笔记本电脑计算计划得到了增强。而且，越来越多的机会表现出精通掌握，从而增强了这种控制感。出现的另一个主要主题是，学生认为按时毕业的机会有所增加，因为他们能够在以前失败的课程中迅速获得学分。收回该学分的能力使学生能够避免传统的学分恢复方法，因为他们认为自己不会成功。学生们还认为，如果他们被允许通过在线信用恢复计划参加其他课程，他们将继续获得成功。

著录项

  • 作者

    Jones, Eric L.;

  • 作者单位

    Virginia Commonwealth University.;

  • 授予单位 Virginia Commonwealth University.;
  • 学科 Education.;Educational technology.;Secondary education.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 179 p.
  • 总页数 179
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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