1DavisP-Edu7005-8 .docx

1
DavisP-Edu7005-8
10
DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEETStudent: Patrick Davis
THIS FORM MUST BE COMPLETELY
FILLED IN
Follow these procedures: If requested by your instructor, please
include an assignment cover sheet. This will become the first
page of your assignment. In addition, your assignment header
should include your last name, first initial, course code, dash,
and assignment number. This should be left justified, with the
page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an
assignment at your instructor’s request. Make sure you save
your files in accessible location.
Academic integrity: All work submitted in each course must be
your own original work. This includes all assignments, exams,
term papers, and other projects required by your instructor.
Knowingly submitting another person’s work as your own,
without properly citing the source of the work, is considered
plagiarism. This will result in an unsatisfactory grade for the
work submitted or for the entire course. It may also result in
academic dismissal from the University.

EDU7005-8
Anne Monroe, PhD
Create Proposal 2
Week 3
Faculty Use Only
Patrick
Your narrative was organized well and you addressed the
needed content for this week’s assignment. The main challenge
that remains is clarity in your problem statement and ensuring
your design matches this. You appear to want to ‘prove’ true
something you hope to be true – which really is not the point of
research. I left several comments in the margins for your
review, and let me know if you have questions on the feedback.
Your grade is based on the NCU rubric as follows: Completes
all required parts of the assignment, demonstrates some
understanding of readings, uses mostly clear and effective
expression appropriate to scholarly writing, and has few errors
in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students
towards online learning environment and online academic credit
recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education

in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
INTRODUCTION
When compared to traditional brick and mortar instruction and
tutoring, the online academic programs are most effective, and
they are working beyond then the just instructional technology.
Well qualified tutors, perfect synchronization with modern
technology, research based online environment, one to one and
real time tutoring and there are several other attributes which
make the online learning environment superior over the
traditional environment. Online Credit Recovery Programs is an
amazing and most effective attribute of online learning
environment that provide the chance to the students who lost
their courses to recover them. However, there are few schools
ho are offering the credit recovery program courses and most of
them are night schools or adult schools (Cole, Shelley, &
Swartz, 2014). Comment by Anne Monroe: According to?
Comment by Anne Monroe: grammar
In middle and high school, students who fail classes are often
sent to adult school, night school, repeat the course or take

online classes to recapture lost credits. The school district has
hired an accredited online academic credit recovery service for
schools to utilize and assign failed students to take. Many
students are familiar with the online environment for academic
and entertainment yet lack the self-discipline to commit time,
experience and concentration to stay on track and complete their
courses on time. In hence, assessment of student experiences
about online education and attitude towards online learning
environment are become the most concerning question to
investigate (Dziuban et al., 2015). The objective of current
paper is to address and access this question in light of both
primary (ethnography, autoethnography) and secondary research
(literature). Comment by Anne Monroe: ? what is the
definition of this? Comment by Anne Monroe: Just a moment
ago you noted that very few schools offer online credit
recovery, this statement seems to be contradictory. Comment by
Anne Monroe: Word choice.
Objectives of Study:
The primary objective of this study is to investigate the
experiences (attitudes) of high school students towards online
learning environment and online academic credit recovery
services in light of both primary and secondary research. It has
been found that students having negative perception about
online learning environment and online academic credit
recovery service may distract their concentration on their
education and it may affect their academic achievements
negatively. The secondary objective of study is to validate the
assumption through providing the evidence from students of
high school system. Comment by Anne Monroe: These are not
one in the same – so choose one. Comment by Anne Monroe:
Who found this? Cite the source. Comment by Anne Monroe:
Not a purpose of qualitative research – you aren’t trying to
prove something that you think is true.
Problem Statement:

“To assess the attitude of high school students towards online
learning environment when they are transferred from high
school to adult school system for online academic credit
recovery services.” Comment by Anne Monroe: Your problem
statement is more than a sentence – and this reads more like a
purpose statement.
Research Questions:
· What are the students’ attitudes towards online learning
environment and online academic credit recovery service?
· What have been the experiences of surrounding schools after
using of online academic credit recovery services in their
schools? Comment by Anne Monroe: Be more specific – what
are surrounding schools? Where are they?
Significance of Study:
In last decade, the e-learning has become popular source of
learning and can reasonably assert its rapid expansion across the
U.S. and abroad, as compared to traditional campus based
education system. The recent researches depict that number of
students enrolled in one program are at high rate of 32% from
previous years. It means that 57000 extra students are enrolled
for year 2014 in various programs of e-learning as compared to
previous year (Cole, et al., 2014). With the increasing ratio of
students in e-learning, the satisfaction of students and attitude
of students towards e-learning and online academic credit
recovery service have become two biggest question to
investigate. E-learning has introduced as an alternative to
traditional campus based classes and it is compulsory that
system should be much strong that it can satisfy all the students
involved in e-learning. This study is important as it is going to
investigate the mentioned burning questions of today regarding
the e-learning.
LITERATURE REVIEW
E-Learning & Online Academic Credit Recovery Service:

With the changing scenario and introduction of instructional
technology, online tutoring and online learning have become the
emerging paradigm of distance education in 21st century.
Instructional technology has become an important source of
learning in modern educational system and k-12 environments.
Online education is representing a major shift of people from
traditional campus based education system towards e-learning.
Minimum time constraints, the research based study and direct
interlink between student and teacher are major factors which
differentiated the e-learning from traditional campus based
education. Modern technologies are dissolving the traditional
classrooms boundaries and shifting them on internet.
Time-based blended learning model (Anders, N., et al., 2011)
has encountered the traditional semester structure problems like
length of semester and moderates the expectations and
satisfaction level of student. This model has decreased the
dependency of students over the traditional education al system
and makes them free to choose a different course on the base of
their won will (Hollis & Was, 2016). The current research
studies has shown that today students prefer an active, stress
free and time saving education system as compared to a passive,
time consuming and length academic periods. E-learning is right
according to the demand of students and that’s why, the
enrollment of students in e-learning is more than traditional
campus based educational system and it is growing rapidly.
In e-learning, an emerging concept is online academic credit
recovery services which give a chance to students to retrieve
their failed course within the limited period of time without
costing them their time. Such courses are mostly conducted in
night schools and adult schools system. The students studying
in high schools are also given the opportunity to recover their
failed course through joining these adult schools (Dziuban, et
al., 2015). However, the impact of new and senior and learning
environment may distract the students from their path. The
experience of students involved in e-learning, their satisfaction
level and attitude towards online academic credit recovery

services have become some interesting questions to investigate.
The literature regarding these questions demonstrates that
students have both negative and positive perceptions about e-
learning and online academic credit recovery services regarding
their personality traits and experiences (Cole, et al., 2014).
E-Learning and Student Satisfaction:
The design of an e-learning course is really important to
enhance the student satisfaction level and academic
performance as well. Building the sense of e-learning
community in students is very important to understand them the
dynamics of e-learning and its impact on student performance.
In distance education, the interaction between the instructor,
student and technological tools is important to enhance the
satisfaction level. Regarding the learner-instructor interaction
and learner-technology interaction, learner-content interaction
is one of the important determinants to measure the satisfaction
level of student (Dziuban, et al., 2015).
Along with the institutional factors, technology being used by
the institute and student personality traits, the student
satisfaction is an important factor which can influence the
performance of student as well as e-learning.
The online learning model and online blended model developed
by the researcher claim the student satisfaction as an important
factor to measure the student attitude towards online learning.
With the growing number of e-learning students, the student
satisfaction has become an important factor to investigate.
Currently, the interaction between web based environment,
student, instructor, course contents and student perception is
very important to study to assess the satisfaction level of
student (Cole, et al., 2014). Apart from this, social, cognitive
and teaching presences are some primary factors drawn by
researcher regarding the student satisfaction and e-learning
mechanism. There is a relationship between mind wandering,
working capacity and interest of student in contents of online
course that may play their role in satisfaction of student. If we

speak in a psychological perspective, then it has been said that
there are six psychological features which impact the student
satisfaction level regarding the e-learning. These six factors
are: voluntary choice of student, mutual agreement, and
incompleteness of courses in limited period of time, loss of
contract between employee and employer, presence of
unsuccessful contracts, planning to manage these contracts
(Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016). These
six factors are very broad in explanation and they can be
claimed as psychological dimensions of satisfaction relationship
between student and e-learning.
Student Attitude towards E-Learning:
The studies regarding the student satisfaction from e-learning
claimed that the attitude of student towards the e-learning is
completely based on their satisfaction level. A student with
dissatisfaction perceives the e-learning negatively and off
course, he/she demonstrates the negative behavior towards e-
learning. The students who are failed to adjust themselves
according to the e-learning environment also depict the negative
attitude towards the e-learning. Academic interaction and social
interaction are two important components to e-learning. The
concept of self-efficacy and general efficacy describes the
autonomy power and self-confidence of students (Prior, et al.,
2016).
From previous research studies, it has been depicted that face to
face learning environment gives the self-efficacy to students
and let them to become confident and making their decision by
themselves. In hence, the role of self-efficacy in e-learning
environment is very small and it may cause the negative attitude
of students towards e-learning. Apart from this, the less
understanding of technological tools, the less interaction
between teacher and student and minimum social interaction
could be some factors which may influence the attitude of
students towards e-learning (Chappell, Arnold, Nunnery, &
Grant, 2015).

METHODOLOGY
Mix-Method Study:
The mix-methods approach has been used to conduct the current
study. The qualitative approach has been used to measure the
performance of students in relation with e-learning while
qualitative approach has been used to know about the attitude
and satisfaction level of students in relation with e-learning.
Comment by Anne Monroe: Comment by Anne Monroe:
With comment 11 – which approach is qualitative?
Participants:
The participants of current study are students from two high
schools which are shifted from high school to an adult school
for online credit recovery of their courses. The sample size
contains 114 students who are appearing for online credit
recovery course. There are total 28 sessions of credit recovery
course and each contain 30 minutes. The current e-learning
environment is totally new for the students and there are no
chances of biasness.
Data Collection and Data Analysis:
Data has been collected both from secondary and primary
resources. Primarily, data has been collected from directly the
participants and asking about their experience, feelings and
perception and satisfaction level in relation with e-learning.
Coding was made and themes were developed to do an analysis
of student satisfaction level and to know their attitude towards
e-learning. on the other hand, the secondary data was collected
from student’s progress report and his/her grading sheet
obtained from school officer. Descriptive statistical tools were
used for further data analysis and to check the reliability and
validity of data. Comment by Anne Monroe:
DISCUSSION AND CONCLUSION

The findings of current study suggest that Well-designed-and-
implemented synchronous online learning environment has
positive relationship with student’s satisfaction level and
attitude towards e-learning. In light of previous research,
experiences of other school and primary findings of current
study, it has been found that course content, learner-instructor
interaction, learner-technological interaction and duration of
online are four important factors which influence the
satisfaction level of student and shape its behavior towards
online academic environment. Very similarly, a deep
relationship has been found between student satisfaction level,
learning style of student and personality traits. The
contribution of self-efficacy is also found positive towards the
development of positive attitude and peer engagement in e-
learning environment.
Regarding the psychological assessment of student level of
satisfaction and e-learning environment, engaged learning,
agency, and assessment are found three major contributing
factors towards this relationship. The student perception of
online learning environment is mixed. It could be the difference
in the background and nature of subjects undertaking by the
different students. The current research also found a strong
relationship between a well facilitated mechanism of e-learning
environment and student’s attitude towards e-learning. There is
evidence that the student new to e-learning environment can be
distracted from his or her path. However, the social interaction
between student and his peers, the interaction between student
and instructor and most important the interaction between
student and e-learning technology can mitigate this factor as
proposed by the finding of current and previous studies.
References
Anders, N., Charles D., D., & Patsy D., M. (2011). A time-
based blended learning model. On The Horizon, 19(3), 207-216.
Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015). An

Examination of an Online Tutoring Program’s Impact on Low-
Achieving Middle School Students’ Mathematics Achievement.
Online Learning Journal, 19(5).
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online
instruction, e-learning, and student satisfaction: A three year
study. The International Review of Research in Open and
Distributed Learning, 15(6).
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis,
G., & Hermsdorfer, A. (2015). Student Satisfaction with Online
Learning: Is It a Psychological Contract? Online Learning,
19(2), n2.
Hollis, R. B., & Was, C. A. (2016). Mind wandering, control
failures, and social media distractions in online learning.
Learning and Instruction, 42, 104-112.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., &
Hanson, J. (2016). Attitude, digital literacy and self efficacy:
Flow-on effects for online learning behavior. The Internet and
Higher Education, 29, 91-97.
2
DavisP-EDU7005-8
DavisP-EDU7005-8
10
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET

Student: Patrick Davis THIS FORM
MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please
include an assignment cover sheet. This will become the first
page of your assignment. In addition, your assignment header
should include your last name, first initial, course code, dash,
and assignment number. This should be left justified, with the
page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an
assignment at your instructor’s request. Make sure you save
your files in accessible location.
Academic integrity: All work submitted in each course must be
your own original work. This includes all assignments, exams,
term papers, and other projects required by your instructor.
Knowingly submitting another person’s work as your own,
without properly citing the source of the work, is considered
plagiarism. This will result in an unsatisfactory grade for the
work submitted or for the entire course. It may also result in
academic dismissal from the University.
EDU7005-8
Anne Monroe, PhD
Investigating Qualitative Designs
Week 2

Faculty Use Only
Patrick
You clearly have a keen interest in this topic area, and I urge
you to lean more wholly on the literature when trying to
communicate your points. Your problem, purpose and research
questions are not clearly laid out – which is probably why your
methods and findings are lacking some in depth. I made several
comments in the text I hope you will use as you prepare next
week’s assignment. Let me know if you have questions on the
feedback and your grade is based on the NCU rubric as follows:
Completes some required parts of the assignment, demonstrates
some understanding of readings, and writing is somewhat clear,
effective and scholarly, and has some errors in grammar,
mechanics, and APA formatting.
7.5/10
Anne
1
DavisP-EDU7005-8
Academic Credit Recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DEGREE PENDING

by
P. Davis
Prescott Valley, Arizona
July 2016
Introduction
Instructional models of the past have evolved greatly since the
advent of online technology. At present, academic arenas,
across the globe, have experienced the benefits of remote access
to information. Particularly, high school students are
experiencing improved mobility because of the freedom of
online course technology providers. Yet, with all these technical
advances, there still exist the disparities of suspension, low
grade point averages, and dropout rates among high schools
students, especially within minority sectors of the public school
system (Boykin, A. W., & Noguera, P., 2011). In response to
these academic indicators, schools have employed the use of
academic credit recovery programs. Academic credit recovery
is a program that provides students the opportunity to “recover
course credit, through in-school, online, or mixed modes, for
classes they previously failed” (What Works Clearinghouse
(ED), 2015). Academic recovery program is a service that,
subsidized through district funding, district administration
employs to facilitate their students’ course recovery needs.
Course offerings are matched to meet that schools school
curriculum plan.
Statement of Problem
Observational (Phenomenological) data has put into evidence on
how the online learning process has made it easier for students
work “flexibly” is not as productive for students who lack the
self-independence to commit to their studies (Borup, J., 2016).

Further researchers purport that computer-based courses allow
individuals to work at their own pace and more however, there
are drawbacks that have been associated with online learning
that effect both teacher and student such as establishing a sense
of presence (i.e. collaboration), motivation, training, workload
and managing time (Borup, J., 2016, Capra, T., 2011).
Purpose of The Study
The need for achieving flexibility is one significant condition,
which makes online technology course more beneficial than
classroom learning. The study has discovered that online
learning gives high school students newfound flexibility and
choices for their personal development and learning. However,
in the past, students could only gain formal academic
qualifications only by participating in full-time courses.
Currently, online course technology has given institutions
opportunities to expand their reach and provided high school
education on contact-partial, basis. Online learning does not
need a lot of resources and constitutes excellent value for paid
courses. Students benefit with greater flexibility and
educational access to learning and qualify when they have lots
of other personal commitments to handle. Comment by
Anne Monroe: Cite sources. Comment by Anne Monroe: What
study?
Furthermore, the study findings show that flexibility is an
important benefit, but just as critical is educational access. In
newly developed and developing nations online course
technologies are becoming increasingly available. The internet
delivers general information exposure to many individuals.
However, online learning initiatives and academic courses are
becoming more aware of the need of high school students from
a background that is deemed to be disadvantageous (Carr,
2014). In this way, a student from these backgrounds has a
much better chance to gain knowledge and develop than they
used to be. Comment by Anne Monroe: Any time you state
‘study findings show’ then you MUST cite the sources that this

references. Comment by Anne Monroe: Source?examples?
In some cases, high school students may want to have their
personal tutors or unique type of education. Therefore, the need
to personalize teachers and learning is another condition that
makes online course technology more advantageous. The
specific needs of individual high school learners can be
accommodated by online course technologies more than face to
face learning. As opposed to the widespread practice, when it
comes to the creation of useful learning experiences and
environments one size does not fit everyone. Even without
considering the obvious difference in lifestyle, age, and
background, high school learners come with a broad range of
learning preferences, experiences, and skills (Franco & Patel,
2011). With the extraordinary progressions in interactive
technology, online learning environment lends itself well to the
errand. However, it is hard to address this kind of diversity in
the face-to-face classroom. Comment by Anne Monroe:
According to? How? Comment by Anne Monroe: Why?
Comment by Anne Monroe: What are your research
questions?
Methods for the investigation
Qualitative research is the simplest analysis method which is
applied in this study. Sources of qualitative data include;
Comment by Anne Monroe: Word choice – no research
type is ‘simple’. Comment by Anne Monroe: Before you get
to the sources of data you need to explain or describe what type
of qualitative design you are proposing (ethnography?
Phenomenological? Case study? Grounded theory?)
Surveys
Whether the studies are conducted online or in person, the same
questions are asked to respondents and responses analyzed.
Surveys apply to a large group of people.
Observation
Observation may require that researchers count the number of
students taking credit recovery programs, and the times the

phenomenon under study occurs (Farrington, C. A., 2009).
Use of secondary data
Institution records can be used to ensure that information on the
aspect under consideration is obtained, comparisons made and
analysis effectively done.
There are seemingly endless assortments of online course
technologies. However, by carefully choosing among them e-
learning materials and activities can be tailored to optimize
personal styles of learning. For example, as discovered in the
study mind-mapping technologies provide opportunities for
visual high school learners to chart their ideas and thought.
Moreover, the findings state that podcasts perform extremely
better for auditory students. It is equally important to
understand that there exist sophisticated online systems of
learning. These frameworks spontaneously adapt teaching
methods and course content and reflect the pace at which high
school students can master the concepts (Pettyjohn, 2012).
Therefore, this better equips e-learners with links between their
experiences and what they want to learn. Comment by Anne
Monroe: This section should speak to your participants and the
ways in which you plan to collect and/or analyze data.
Exploitation of many technologies used to connect and
collaborate with one another has caused quality online
education to move the focus from passive instruction to active
learning. For many years, students and teachers have put great
stock in passive tools of learning like textbooks and lectures.
Therefore, high students are relegated to notes taking,
memorizing the important things for exams. Once it is over,
most of them forget what read and heard. However, researchers
argue that when students connect and collaborate with others
they not only gain more knowledge but also retain what they
learn longer. Taking advantage of the interactive technologies
used by people in their daily lives can lead to the creation of

collaborative virtual communities and environments that make it
easier for high school students to reinforce valuable career
skills and acquire relevant knowledge (Means, Penuel & Padilla,
2001).
For instance, as the study suggests, the webinars. These online
seminars allow the student to connect with recognized experts
around the world. Moreover, incorporation of the recent video
and audio conferencing software allow webinars to promote
ongoing and active exchange among participants and presenters.
In the same way, platforms of social networking have led to
increasing in online communities of practice. In this case, like-
minded professionals come together to solve problems, share
resources and generate knowledge.
Expected findings from this mock study Comment by Anne
Monroe: This section should address what you think you will
find as a result of your study – as it reads right now it is more
about the general literature on the topic.
There is a direct relationship between the increased
effectiveness of online credit recovery and the pressure that
institution administrators are subjected to with regards to the
growth in graduation rates. A lot of graduates have flocked the
employment segments. The pressure advanced to the
administrator may not yield positive results in the long run.
Administrators may just end up using credit recovery programs
in more creative ways to enable them to meet the needs of the
students who have already failed. There is a need to be
consistent with the implementation of curriculum development
programs. This way both students will be aware of the
consequences in case required grades are not attained.
Comment by Anne Monroe: Is this something you have
found in the literature?
Unprecedented opportunities, for students to learn by doing
things under real-time and real-world conditions, are offered by

well-designed virtual environments. High school football
players do not successfully learn how to run a touchdown by
listening to a lecture or reading a book. Running a touchdown is
learned by doing it recurrently, against many diverse
adversaries and under different field conditions with a lot of
responses from the coach and teammates as well. It happens in
the same way for any aspiring professional and this is the
reason why so-called authentic learning experiences such as
internships and apprenticeships are valued.
However, in an interconnected world with more and more
intricate issues to talk about it may be hard for these in-person
experiences to come by. In this way, online teachers or
instructors are in a rush to develop virtual facsimiles by use of
various digital tools and technologies. Multi-player video games
and simulations immerse high school learners into role-playing
exercise and problem-based activities that are focused on the
development of the skills needed to be a successful practitioner
in the field (Boykin & Noguera, 2011). Moreover, it is
important to comprehend that online course technologies help in
addressing the obvious risk factors related to a real-life
situation like public health training for disaster response or
military preparation for battle.
Furthermore, online course technologies offer a unique
opportunity for high school network security professionals,
scientists, and engineers to experiment from a distance,
utilizing state-of-the-art equipment, real-world scenarios, and
hands-on applications. Remotely located smart sensors also
provide the ability to access actual data sets, which are
produced under authentic conditions. Students can use them to
conduct investigations in the field of practice.
Conclusion
In conclusion, the case for online courses is growing stronger
because as technology advances there is rise to new professional

disciplines. New high school course like digital
communications, cyber security and bioinformatics are
apparently taught online. Conventional fields such as nursing,
economics and accounting need a cumulative amount of digital
literacy. Away from that, students who are native to online
courses will be lobbying for better control over learning
process, as the demand for cost-effective and expanded
opportunities for learning will be fueling the new generation of
online providers. However, in the long run, quality will surpass
control, affordability, and convenience as online education's
main selling point, leading it directly into the mainstream of
high school learning.
References
Capra, T., Prof, and Vol. 7, No. 2, June 2011. "Online
Education: Promise and
Problems." Online Education: Promise and Problems 7.2 (2011):
288-93. Jolt.merlot.org. MERLOT Journal of Online Learning
and Teaching, Jan. 2011. Web. 4 Aug. 2016.
<http://jolt.merlot.org/vol7no2/capra_0611.pdf>.
Boykin, A. W., & Noguera, P. (2011). Creating the opportunity
to learn. [electronic resource] :
moving from research to practice to close the achievement gap.
Alexandria, Va. : ASCD, c2011. Carr, S. (2014). Credit Recover
Hits the Mainstream. Education Next, 14(3), 30-37.
Borup, J. (2016). Teacher Perceptions of Learner-Learner
Engagement at a Cyber High School.
International Review Of Research In Open & Distance Learning,
17(3), 231-250.
Farrington, C. A. (2009). Making sense of f's: How high schools

shape students' interpretation of
and responses to failure. Dissertation Abstracts International
Section A, 70, 134.
Franco, M. S., & Patel, N. H. (2011). An Interim Report on a
Pilot Credit Recovery Program in a Large, Suburban
Midwestern High School. Education, 132(1), 15.
Means, B., Penuel, W. R., & Padilla, C. (2001). The Connected
School: Technology and Learning in High School. Jossey-Bass,
Inc., 989 Market St., San Francisco, CA 94103- 1741.
Pettyjohn, T. J. (2012). Stakeholder's Perceptions of
Supplemental Online Learning for Credit Recovery.
What Works Clearinghouse (ED). (2015). Credit Recovery
Programs. What Works
Clearinghouse Intervention Report. What Works Clearinghouse.
Retrieved from eric. (What Works Clearinghouse. P.O. Box
2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail:
[email protected]; Web site: http://ies.ed.gov/ncee/wwc)

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