Measurement in K–12 Online Learning Environments

Abstract

The measurement of online latent constructs, such as student engagement, have mimicked the measurement of these constructs in traditional, brick-and-mortar learning environments. For brick-and-mortar K-12 schools and online K-12 schools there are challenges that need to be addressed to establish a measure with support for validity. Measurement in an online learning environment has different accessibility and data collection requirements. The online learning environment lends itself well to the use of student behaviors to measure latent constructs, including student engagement. The behaviors of students in an online learning environment are regularly documented. This chapter will delve into the ways latent constructs, using student engagement as an example/case study, are currently being measured in the K-12 online learning environment and alternatives to these measures mimicking traditional brick-and-mortar measures.

What we can learn from remote learning in elementary schools

“…The final section of the data collection focused on the online learning experience itself. This section also included 5-point Likert scale questions about how easily students were able to use technology, as well as questions about how well students learned in this format and whether they were able to learn independently, informed by previous research that cast doubt on whether young students have the necessary skills to use technology in education, work independently, and learn effectively in the remote environment (Boonk, 2018;Fontenelle-Tereschuck, 2021;Hasler-Waters, 2014;Stevens & Borup, 2015;Zhoudan & Yang, 2020;Zhou, 2020). The final questions were open-ended wherein parents were asked to describe the challenges and/or benefits of remote learning, as well as what parents would change about the approach in hopes of gathering information to share with school boards and other researchers to improve remote learning for future years.…”

“…Additionally, strained financial resources are also often associated with single-parent households, most often headed by women, people of colour, and those with disabilities. Within the literature, there is a strong consensus that parental involvement is crucial to the success of young students who are learning online, just as parental involvement is important for successful in-person learning (Boonk et al, 2018;Hasler-Waters, 2014;Rice, 2015;Smith, 2006;Stevens & Borup, 2015;Wagner, 2021).…”

“…Recent findings attest to the value of these parental resources as they translate to greater levels of attendance, work completion, and higher achievement for children (Bol, 2020;Catalano et al, 2021;Domina et al, 2021;Dong et al, Frenette et al, 2020;Harris et al, 2020;Schuck & Lambert, 2020). In the absence of inperson teachers, parents or at-home caregivers become organizers, supervisors, motivators, and co-teachers (Hasler-Waters 2014;Rice 2015;Stevens & Borup 2015;Wagner 2021) all of which require great flexibility in their time. For working-class parents and low-income households students are at greater risk of falling through the 'cracks' in remote learning environments.…”

Online Teaching in K-12 Education in the United States: A Systematic Review

“…Parental involvement in traditional school settings has long been associated with increased student success and achievement (e.g., Miller et al, 2017). Although research on parental support in online education is far less abundant than for traditional school settings, a growing number of studies link parental involvement in the online setting with student achievement and satisfaction (Waters et al, 2018). More specifically, Curtis and Werth (2015) found that parents play the important roles of monitor, mentor, and motivator for K-12 students who are learning online.…”

“…More specifically, Curtis and Werth (2015) found that parents play the important roles of monitor, mentor, and motivator for K-12 students who are learning online. Other factors, such as school policies, parent demographics, student perceptions, and student needs, play significant roles in influencing the degree of parent involvement (Waters et al, 2018). For example, Curtis (2013) conducted a mixed-methods study on the relationship between student success and the influence of parental involvement in an all online high school.…”