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AECT 2013 - The FLVS AP Advantage: Exploring the Characteristics of K-12 Student Performance in Online Learning
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AECT 2013 - The FLVS AP Advantage: Exploring the Characteristics of K-12 Student Performance in Online Learning

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Johnston, S., & Barbour, M. K. (2013, October). The FLVS AP advantage: Exploring the characteristics of K-12 student performance in online learning. A paper presented at the annual convention of......

Johnston, S., & Barbour, M. K. (2013, October). The FLVS AP advantage: Exploring the characteristics of K-12 student performance in online learning. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.

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  • 1. The FLVS Advantage: Exploring the Characteristics of K-12 Student Performance Sharon Johnston, Ed.D. One World School Michael Barbour, Ph.D. Sacred Heart University
  • 2. During the session We will Review data comparing AP online to traditional Review FLVS demographic data Consider student perspectives in learning online compared to traditional classroom.
  • 3. Purpose of Research Determine if online AP students are as successful as their peers in traditional environments.
  • 4. Research Research Questions Questions 1. How do AP students enrolled in FLVS courses perform compared to non-FLVS students in the State of Florida and nationally? 2. What are some of the characteristics of students that participate in AP courses offered by FLVS? 3. How do AP students enrolled in FLVS courses perceive their online AP course compared to their face-to-face courses?
  • 5. Methodology  Quantitative College Board data, FLVS data  Qualitative Survey of AP students Survey of AP students online and in traditional classrooms Student Interviews 189 48 5
  • 6. Research Q1 2009 AP Exam Results 1 2 3 21% 20% 28% 27 % 23 % 20% 24 % 24 % FLVS (online) N-1,273 scores AP Exam Required Florida (traditiona l) N=145,389 scores 28% AP Exam required in some districts National (mostly not online) N=1,653,9 62 scores 4 5 18% 13% 14% 8% 19% 13% Qualifying 51% 45% 56%
  • 7. Research Q1 2010 AP Exam Results 1 FLVS N=2,326 AP Exam required Florida (not online) N= 171,724 2 3 26% 21% 20% 18% 15% 53% 31% 26% 21% 13% 9% 43% 21% 22% 24% 19% 14 % 57% AP Exam required in some districts National (mostly not online) N=1,802,144 AP Exam optional 4 5 Qualifying
  • 8. Research Q1 2011 AP Exam Results 1 FLVS N=2,694 24% 2 21% 3 19% 4 20% 5 16% Qualifying 55% AP Exam required Florida (not online) N=181,934 34% 24% 21% AP Exam required in some districts National (mostly not online) N=1,926,204 AP Exam 21% 23% 23% 14% 19% 8% 14% 43% 56%
  • 9. Lessons Learned from the Quantitative Research?  1. Research Q1 AP Online is as effective as traditional.  2. AP Online with FLVS shows higher achievement than AP in traditional classrooms in Florida.  3. AP online matches national average in 5s, and surpasses results from traditional Florida classrooms by over 5% each year
  • 10. Giving AP Access to the Underserved Research Q2 “In the class of 2011, the numbers of traditionally underserved minority students participating and   succeeding in AP continued to increase. However, these students remain underrepresented . . . .” College Board, 2012 FLVS gives priority enrollment to students in minority, low performing, and economically disadvantaged schools.
  • 11. Research Q2 2011 Demographics Minority White Not Stated FLVS N=2,694 students 45.99 % 54.01 0% Florida (not online) N=181,934 47.25% 48.78% 3.97% 39.26 % 57.37 % 3.37% National (mostly not online) N=1,926,204 The data indicate that AP online is effective in increasing AP minority participation.
  • 12. Open Enrollment Research Q2   At FLVS students enter AP without barriers such as test score requirements, teacher recommendations, minimum grade point average, or honors classes.
  • 13. Lessons Learned from Demographic data? Research Q2  1. AP online is a valuable resource for providing access to ALL students.  2. AP online with FLVS does attract minority participation.
  • 14. Reasons stated for taking AP with FLVS Research Q2   46% Scheduling conflict or course was not offered at their brick-andmortar school 18% AP with FLVS because they preferred FLVS over taking the course via bricks-and-mortar
  • 15. Research Q2 Most frequent reason given for preferring FLVS   Anytime access Flexibility in pacing
  • 16. FLVS Online Resources Research Q3 Over 50% of students stated that online resources benefited their performance on the   AP Exam Three most valuable resources: AP exam reviews Elluminate sessions Interactive self checks
  • 17. Research Q3 Differences in study time Time spent on AP course weekly FLVS   Brick-and-Mortar 1-3 hours 13% 15% 4-6 hours 40% 33% 7-10 hours 28 % 35% More than 10 hours 19 % 17%
  • 18. Comparing the two delivery modes Research Q3 Difficulty level 57% of the students said that it is easier or about the same   in their FLVS course, while 43% said that it is harder or much harder. Quality 71% of the students perceived their FLVS course as the same or better quality as brick-and-mortar. Engagement Students interviewed felt that their brick-and-mortar courses were more engaging because of class discussions, debates, Socratic seminars, and role playing.
  • 19. Lessons Learned from Student Perceptions? Reseach Q3 1. AP online: Schedule conflicts and access to courses not offered at physical site.  2. Preferring FLVS: Anytime access and flexibility  3. No significant difference in study time.  3. Online resources valued.  4. Quality of courses in both delivery modes similar, but traditional allows more Socratic discussions 
  • 20. Research Conclusions Online and face-to-face classroom delivery models can meet the academic needs of students enrolled in AP courses.   The impact and data of allowing students to opt out of taking AP exams as a result of academic, social or economic pressures is a subject for further study. Online programs should continue to find ways to engage students with open-ended dialogue and the Socratic method of teaching and learning.
  • 21. Socratic discussions in your online program?  How often does your program offer open- ended, Socratic discussions?  Once a month?  Once a grading period?  Once a semester?
  • 22. Future Study How can online instruction be designed to engage students in meaningful discussions and open-ended questioning?
  • 23. Research Information “Measuring Success: Examining Achievement and Perceptions of Online Advanced Placement Students” Published in American Journal of Distance Education, Vol. 27, No 1, March 2013.
  • 24. Sharon Johnston, Ed.D. Interactivity in Education One World School johnstonsharonj@comcast.net Michael Barbour, PhD. Sacred Heart University mkbarbour@gmail.com