VSS 2012 - New Research on Online Learning: Strategies to Support Learning - 2

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Carpenter, J., Crabtree, D., Johnston, S., & Barbour, M.K. (2012, October). New research on online learning: Strategies to support learning - 2. A panel presentation at the annual Virtual School Symposium, New Orleans, LA.

The presentations in this session look at practices that support students in online and blended environments. Marley Belair will present the results of how telephone and email communication practices contribute to student success; Debi Crabtree will describe a blended learning program for middle school students doing TCAP (TN) preparation; and Sharon Johnston and Michael Barbour will discuss the AP exam performance of online students at FLVS compared to students in traditional schools.

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VSS 2012 - New Research on Online Learning: Strategies to Support Learning - 2

  1. 1. Measuring Success: Examining Achievement and Perceptions of OnlineAdvanced Placement Students Sharon Johnston, Ed.D. Consultant Michael Barbour, Ph.D. Wayne State University
  2. 2. Purpose To determine if the online AP students are as successful as their peers in traditional environments.
  3. 3. ResearchResearch 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?
  4. 4. Research Q12009 AP Exam Results 1 2 3 4 5 Qualifying FLVS (online) N-1,273 18% 13% 28% scores 21% 20% 51% AP Exam Required Florida (traditiona l) 14% 8% N=145,389 28% 27 % 23 % 45% scores AP Exam required in some National districts (mostly 19% 13% 20% 24 % 24 % 56% not online) N=1,653,9 62 scores
  5. 5. 2010 AP Exam Results Research Q1 1 2 3 4 5 QualifyingFLVSN=2,326 26% 21% 20% 18% 15% 53%AP ExamrequiredFlorida(not online) 31% 26% 21% 13% 9% 43%N= 171,724AP Examrequired insomedistrictsNational(mostly not 21% 22% 24% 19% 14 % 57%online)N=1,802,144AP Examoptional
  6. 6. Research Q12011 AP Exam Results 1 2 3 4 5 QualifyingFLVS 55%N=2,694 20% 16% 24% 21% 19%AP ExamrequiredFlorida 43%(not online) 14% 8% 34% 24% 21%N=181,934AP Examrequired insomedistrictsNational 56%(mostly not 19% 14% 21% 23%online) 23%N=1,926,204AP Exam
  7. 7. Giving AP Access to the Research Q2 Underserved “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.
  8. 8. Research Q22011 Demographics Minority White Not StatedFLVSN=2,694 45.99 % 54.01 0%studentsFlorida(not online) 47.25% 48.78% 3.97%N=181,934National(mostly not 39.26 % 57.37 % 3.37%online)N=1,926,204The data indicate that AP online is effective in increasing AP minorityparticipation.
  9. 9. Research Q3Differences in studytimeTime spent on AP course FLVS Brick-and-Mortarweekly  1-3 hours 13% 15%4-6 hours 40% 33%7-10 hours 28 % 35%More than 10 hours 19 % 17%
  10. 10. Comparing the two Research Q3delivery modes 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 The five students interviewed felt that their brick-and-mortar courses were more engaging because of class discussions, debates, Socratic seminars, and role playing.
  11. 11. 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.

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