Online Advanced Placement
Advantage: Examining Online
Achievement and Perceptions
Sharon Johnston, Ed.D.
One World School
...
Learning Outcomes
Participants
will have data showing efficacy of AP online.
will have data showing how online AP serves...
Measuring Success: Examining
Achievement and Perceptions
of Online Advanced Placement Students
Purpose of Research
To dete...
Research
Research Questions
Questions
1. How do AP students enrolled in FLVS courses
perform compared to non-FLVS students...
Methodology
 Quantitative

College Board data, FLVS data
 Qualitative

Survey AP students 2011
189
Students who had take...
Research Q1

2009 AP Exam Results
1

2

3

21%

20%

28%

27 %

23 %

20%

24 %

24 %

FLVS
(online)
N-1,273
scores

AP Ex...
2010 AP Exam Results
1
FLVS
N=2,326
AP Exam
required
Florida
(not online)
N= 171,724

3

2

26%

21%

20%

18%

15%

53%

...
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
Florid...
Lessons Learned from the
Quantitative Research?
 1.

Q1

AP Online is as effective as traditional.
 2. AP Online with FL...
Giving AP Access to the
Underserved

Research Q2

“In the class of 2011, the numbers of traditionally
underserved minority...
Research Q2

2011 Demographics
Minority

White

Not Stated

FLVS
N=2,694
students

45.99 %

54.01

0%

Florida
(not online...
Open Enrollment

Research Q2

 
At FLVS students enter AP without
barriers such as test score requirements,
teacher recomm...
Lessons Learned from
Demographic data?
 1. AP online is a valuable resource for

providing access to ALL students.
 2. A...
Reasons stated for
taking AP with FLVS

Research Q2

 
46% Scheduling conflict or course
was not offered at their brick-an...
Most frequent reason given for
preferring FLVS
 

Anytime access
Flexibility in pacing

Research Q2
FLVS online resources

Research Q3

Over 50% of students stated that online
resources benefited their performance on the
 ...
Research Q3

Differences in study
time
Time spent on AP course
weekly

FLVS

 

Brick-and-Mortar

1-3 hours

13%

15%

4-6...
Comparing the two
delivery modes

Research Q3

Difficulty level
57% of the students said that it is easier or about the sa...
Lessons Learned from
Student Perceptions?

Q3

1. AP online: Schedule conflicts and access
to courses not offered at physi...
Research Conclusions
Online and face-to-face classroom delivery
models can meet the academic needs of students
enrolled in...
Socratic discussions in your
online program?
 How often does your program offer open-

ended, Socratic discussions?
 Onc...
Question--How can online instruction be
designed to engage students
in meaningful discussions and
open-ended questioning?
Research article: “Measuring Success:
Examining Achievement and Perceptions
of Online Advanced Placement
Students”
Publish...
?

?
?
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E-Learn 2013: Online Advanced Placement Advantage - Examining Online Achievement and Perceptions

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Johnston, S., & Barbour, M. K. (2013, October). Online advanced placement advantage - Examining online achievement and perceptions. A paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.

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E-Learn 2013: Online Advanced Placement Advantage - Examining Online Achievement and Perceptions

  1. 1. Online Advanced Placement Advantage: Examining Online Achievement and Perceptions Sharon Johnston, Ed.D. One World School Michael Barbour, Ph.D. Sacred Heart University
  2. 2. Learning Outcomes Participants will have data showing efficacy of AP online. will have data showing how online AP serves minorities will gain insights into student perspectives in learning online compared to traditional classroom.
  3. 3. Measuring Success: Examining Achievement and Perceptions of Online Advanced Placement Students Purpose of Research To determine if the online AP students are as successful as their peers in traditional environments.
  4. 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. 5. Methodology  Quantitative College Board data, FLVS data  Qualitative Survey AP students 2011 189 Students who had taken AP online and in traditional classrooms in 2011 48 Student Interviews 5
  6. 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. 7. 2010 AP Exam Results 1 FLVS N=2,326 AP Exam required Florida (not online) N= 171,724 3 2 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 Research Q1 5 Qualifying
  8. 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. 9. Lessons Learned from the Quantitative Research?  1. 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. 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. 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. 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. 13. Lessons Learned from Demographic data?  1. AP online is a valuable resource for providing access to ALL students.  2. AP online with FLVS does attract minority participation. Q2
  14. 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. 15. Most frequent reason given for preferring FLVS   Anytime access Flexibility in pacing Research Q2
  16. 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. 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. 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. 19. Lessons Learned from Student Perceptions? 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. 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. 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. 22. Question--How can online instruction be designed to engage students in meaningful discussions and open-ended questioning?
  23. 23. Research article: “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. 24. ? ? ?

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