Johnston, S., & Barbour, M. K. (2013, April). Lessons learned from research of AP online. A concurrent session at the annual meeting of the United States Distance Learning Association, St. Louis, MO.

1. Sharon Johnston, Ed.D.
Consultant
Michael Barbour, Ph.D.
Wayne State University
Lessons Learned From
Research of AP Online

2. Learning OutcomesLearning 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.
will be able to access research in American
Journal of Distance Education.

3. Measuring Success: Examining
Achievement and Perceptions
of Online Advanced Placement Students
Purpose of ResearchPurpose of Research
To determine if the online AP students
are as successful as their peers in
traditional environments.

4. Research
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?
Research Questions

5. MethodologyMethodology
 QuantitativeQuantitative
College Board data, FLVS dataCollege Board data, FLVS data
 QualitativeQualitative
Survey AP students 2011 189Survey AP students 2011 189
Students who had taken AP online and inStudents who had taken AP online and in
traditional classrooms in 2011 48traditional classrooms in 2011 48
Student Interviews 5Student Interviews 5

6. 2009 AP Exam Results
11 22 33 44 55 QualifyingQualifying
FLVSFLVS
(online)(online)
N-1,273N-1,273
scoresscores
AP ExamAP Exam
RequiredRequired
28%28%
21%21% 20%20%
1818%% 1313%%
51%51%
FloridaFlorida
(traditiona(traditiona
l)l)
N=145,389N=145,389
scoresscores
AP ExamAP Exam
required inrequired in
somesome
districtsdistricts
28%28% 2727%% 2323%%
1414%% 88%%
4545%%
NationalNational
(mostly(mostly
notnot
online)online)
N=1,653,9N=1,653,9
62 scores62 scores
20%20% 2424%% 2424%% 1919%% 1313%%
5656%%
Research Q1

7. 2010 AP Exam Results2010 AP Exam Results
11 22 33 44 55 QualifyingQualifying
FLVSFLVS
N=2,326N=2,326
AP ExamAP Exam
requiredrequired
26%26% 21%21% 2020%% 1818%% 1515%% 53%53%
FloridaFlorida
(not online)(not online)
N= 171,724N= 171,724
AP ExamAP Exam
required inrequired in
somesome
districtsdistricts
31%31% 2626%% 2121%% 1313%% 99 %% 4343%%
NationalNational
(mostly not(mostly not
online)online)
N=1,802,144N=1,802,144
AP ExamAP Exam
optionaloptional
21%21% 2222%% 2424%% 1919%% 1414 %% 5757%%
Research Q1

8. 2011 AP Exam Results
11 22 33 44 55 QualifyingQualifying
FLVSFLVS
N=2,694N=2,694
AP ExamAP Exam
requiredrequired
24%24% 21%21% 19%19% 20%20% 16%16%
55%55%
FloridaFlorida
(not online)(not online)
N=181,934N=181,934
AP ExamAP Exam
required inrequired in
somesome
districtsdistricts
34%34% 24%24% 21%21% 14%14% 8%8%
43%43%
NationalNational
(mostly not(mostly not
online)online)
N=1,926,204N=1,926,204
AP ExamAP Exam
21%21% 23%23%
23%23%
19%19% 14%14%
56%56%
Research Q1

9. Lessons Learned from theLessons Learned from the
Quantitative Research?Quantitative Research?
 1. AP Online is as effective as traditional.1. AP Online is as effective as traditional.
 2. AP Online with FLVS shows higher2. AP Online with FLVS shows higher
achievement than AP in traditionalachievement than AP in traditional
classrooms in Florida.classrooms in Florida.
 3. AP online matches national average in3. AP online matches national average in
5s, and surpasses results from traditional5s, and surpasses results from traditional
Florida classrooms by over 5% each yearFlorida classrooms by over 5% each year
Q1

10. Giving AP Access to theGiving AP Access to the
UnderservedUnderserved
Research Q2
FLVS gives priority enrollment to students
in minority, low performing, and
economically disadvantaged schools.
“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

11. 2011 Demographics
MinorityMinority WhiteWhite Not StatedNot Stated
FLVSFLVS
N=2,694N=2,694
studentsstudents
45.99 %45.99 % 54.0154.01 0%0%
FloridaFlorida
(not online)(not online)
N=181,934N=181,934
47.25%47.25% 48.78%48.78% 3.97%3.97%
NationalNational
(mostly not(mostly not
online)online)
N=1,926,204N=1,926,204
39.26 %39.26 % 57.37 %57.37 % 3.37%3.37%
Research Q2
The data indicate that AP online is effective in increasing AP minority
participation.

12. Open EnrollmentOpen 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 fromLessons Learned from
Demographic data?Demographic data?
 1. AP online is a valuable resource for1. AP online is a valuable resource for
providing access to ALL students.providing access to ALL students.
 2. AP online with FLVS does attract2. AP online with FLVS does attract
minority participation.minority participation.
Q2

14.
Reasons stated for
taking AP with FLVS
Research Q2
46% Scheduling conflict or course
was not offered at their brick-and-
mortar school
18% AP with FLVS because they
preferred FLVS over taking the course
via bricks-and-mortar

15.
Anytime access
Flexibility in pacing
Most frequent reason given for
preferring FLVS
Research Q2

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
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%
Differences in study
time

18.
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.
Research Q3Comparing the two
delivery modes

19. Lessons Learned fromLessons Learned from
Student Perceptions?Student Perceptions?
 1. AP online: Schedule conflicts and access1. AP online: Schedule conflicts and access
to courses not offered at physical site.to courses not offered at physical site.
 2. Preferring FLVS: Anytime access and2. Preferring FLVS: Anytime access and
flexibilityflexibility
 3. No significant difference in study time.3. No significant difference in study time.
 3. Online resources valued.3. Online resources valued.
 4. Quality of courses in both delivery modes4. Quality of courses in both delivery modes
similar, but traditional allows more Socraticsimilar, but traditional allows more Socratic
discussionsdiscussions
Q3

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 yourSocratic discussions in your
online program?online program?
 How often does your program offer open-How often does your program offer open-
ended, Socratic discussions?ended, Socratic discussions?
 Once a month?Once a month?
 Once a grading period?Once a grading period?
 Once a semester?Once a semester?

22. Question---
How can online instruction be
designed to engage students
in meaningful discussions and
open-ended questioning?

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. ?
? ?