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AECT 2010 - CareerForward: A Course for Meeting the K-12 Online Learning Requirement
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AECT 2010 - CareerForward: A Course for Meeting the K-12 Online Learning Requirement



Barbour, M. K., Unger, K., & Toker, S. (2010, October). Career Forward: A course for meeting the K-12 online learning requirement. A paper presented at the annual convention of the Association for ...

Barbour, M. K., Unger, K., & Toker, S. (2010, October). Career Forward: A course for meeting the K-12 online learning requirement. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.

In 2006 Michigan became the first jurisdiction in the United States to require students to have an online learning experience in order to graduate from high school. In response to this legislation, the Michigan Virtual School created a career planning course entitled CareerForward and made it available to schools free of charge to allow them to meet the new online learning requirement. This session will describe the CareerFoward course and content, discuss the data collected, and identify specific suggestions for the implementation of CareerForward in schools as a way to meet the states’ online learning graduation requirement.



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AECT 2010 - CareerForward: A Course for Meeting the K-12 Online Learning Requirement Presentation Transcript

  • 1. CAREER FORWARD: A COURSE FORMEETING THE K-12 ONLINELEARNING REQUIREMENT Wayne State University Michael K. Barbour Kelly L. Unger SacipToker
  • 2. BACKGROUND 2006 – Michigan adds online learning graduation requirement 20 hrs  Fully online  Integrated into existing course  Online component into all core course
  • 3. CAREER FORWARD Michigan Department of Education and Michigan Virtual University (MVU) Funding provided by the Microsoft Corporation Online learning program created to assist middle and high school students A self-contained motivational tool that helped students address questions about their futures Purpose:  Planning future career paths  Developing an understanding of what it takes to achieve that desired career
  • 4. CAREER FORWARD 4-6 week long course:  What am I going to do with my life?  What is the working world like?  How do I match my interests with work? Allowed Michigan students to meet the new online learning requirement for graduation – Fall 2007 MVS made available to any school in the state – December 2008
  • 5. EVALUATION OF CAREER FORWARD 2007-2008  Pre- and post- surveys  Approximately 3500 students enrolled in the CareerForward course The purpose of the evaluation was primarily formative  Provide MVS with the reliable information needed to improve the design and delivery of the CareerForward course).
  • 6. EVALUATION OF CAREER FORWARD Impact on students:  Attitudes towards career planning  Overall student satisfaction with the course  Student suggestions on ways to improve CareerForward  What impact does taking CareerForward have on student attitudes towards career planning?  What are student impressions of the CareerForward course?  How would students improve the CareerForward course?
  • 7. THE SURVEY Demographics  Gender  Grade  Why students were taking CareerForward  How the CareerForward course was structured (e.g., as a stand-alone course or part of another course)  Medium that CareerForward course was delivered.
  • 8. THE SURVEY 14 statements related to career planning and asked to rate each one based on a Likert scale In the post-course survey students were asked  where they completed most of their CareerForward course  in open-ended questions to specifically comment on a change they would make in the CareerForward course, along with the best and most difficult things about the course.
  • 9. THE FINDINGS FOR Q1 & Q2 CareerForward was ineffective in changing student attitudes towards their future career planning. Grade eight and eleven students benefited the most from taking CareerForward. The course actually diminished grade twelve students’ attitudes towards career planning. CareerForward course as part of an existing career planning course yielded positive results.
  • 10. THE FINDINGS FOR Q1 & Q2 Increase in student attitudes from respondents who indicated they took CareerForward as a “part of another course” Students did not enjoy the CareerForward course while they found it to be helpful and that the course was a powerful way to gain new information
  • 11. THE FINDINGS FOR Q3 Qualitative analysis of the three open-ended prompts:  If I could make one change in CareerForward it would be…  The best thing about CareerForward was…  The most difficult thing about CareerForward was…
  • 12. If I could make one change inCareerForward it would be… Decreasing the number of videos to be watched Reduce the length of the videos Eliminate or reduce the redundancy of the written assignments
  • 13. The best thing about CareerForwardwas… Think about life after graduation The use of video for delivering the content about each career; and how it allowed students to relate individual skills to specific careers (including their own skills sets) 10% of the students’ responded by saying “nothing” from the course could be labeled the best
  • 14. The most difficult thing aboutCareerForward was… Redundancy of written work Misalignment of written work with video Boring videos Material too difficult to understand
  • 15. THE FINDINGS FOR Q3 Use of videos to be an effective way to deliver the content  The specific content that they indicated as the best part of the course  However, use of videos and written work throughout the course became repetitive and boring  Suggestion: videos could be shortened or segmented, along with the addition of other ways to deliver the content and other activities for students to complete
  • 16. CONCLUSION This evaluation showed that K-12 online learning opportunities need to include:  High levels of interaction between students and content  Multiple paths designed in the course to support individualized learner needs  Various activities for students to complete  Providing relevant content in a timely manner to the targeted learner.