Why they choose and how it goes: Comparing special education and general education cyber student perceptions

Beck, Dennis; Egalite, Anna J.; Maranto, Robert

doi:10.1016/j.compedu.2014.03.011

Cited by 53 publications

(35 citation statements)

References 10 publications

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“…For instance, Beck and his colleagues (Beck, Egalite, & Maranto, 2014;Beck, Maranto, & Lo, 2013) found that parents of special education students were more likely than parents of general education students to enroll their students in a cyber school to avoid bullying and other social issues at their brick-and-mortar school. Parents of special education students were also more satisfied with their students' cyber school than were parents of general education students.…”

Section: Instructingmentioning

confidence: 99%

The Nature of Parental Engagement at an Online Charter High School

Borup

Stevens

Waters

2015

OLJ

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As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students' learning. Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents' engagement behavior-especially parents of adolescent learners. In this case study we addressed this gap using parent and student interviews at a full-time online charter school. Our analysis of 19 interviews with 9 parents and 10 interviews with 10 students identified five primary types of parental engagement within this setting: (1) nurturing relationships and interactions, (2) advising and mentoring, (3) organizing, (4) monitoring and motivating student engagement, and (5) instructing. We also identified obstacles to effective parental engagement, and in this paper we discuss how programs can work with parents to foster more collaborative relationships.

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Section: Instructingmentioning

confidence: 99%

The Nature of Parental Engagement at an Online Charter High School

Borup

Stevens

Waters

2015

OLJ

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“…Cyber bullying can be especially harmful for online students because many choose to enroll in online courses as an escape from bullying at their pervious brick-and-mortar school (Beck, Egalite, & Maranto, 2014;Sorensen, 2012). Dawley, Rice, and Hinck (2010) also found that online teachers commonly requested more professional development on the psychology of online learning, including cyber bullying.…”

Section: Discussionmentioning

confidence: 99%

Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Borup

2016

IRRODL

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Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner-learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner-learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner-learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner-learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students' individual needs and requiring collaborative learning opportunities.

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“…This would lead to a higher dropout rate for those students taking classes delivered via the blended model. Also, there is growing evidence that many students enroll in online classes due to bullying (Beck, Egalite, & Maranto, 2014;Sivin-Kachala & Bialto, 2009). If bullying is greater in the face-to-face classroom, this would lead more at risk students to find success and lower dropout rates in the fully online delivery method.…”

Section: Discussionmentioning

confidence: 99%

Hispanic or Latino Student Success in Online Schools

Corry

2016

IRRODL

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The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K-12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable's graduation and dropout rates for Hispanic or Latino students. The results of this research study found a statistically significant difference when using multivariate analysis to examine school type (charter vs. non-charter) and delivery method (fully online vs. blended) on graduation and dropout rates.This finding warranted further univariate examination which found a statistically significant difference when examining delivery method on dropout rates. A comparison of mean dropout rates shows that Hispanic or Latino students involved in K-12 online learning in Arizona are less likely to drop out of school if they are in a fully online learning environment versus a blended learning environment.Students, parents, teachers, administrators, instructional designers, and policy makers can all use this and related research to form a basis upon which sound decisions can be grounded. The end result will be increased success for Hispanic or Latino online K-12 students not only in Arizona schools, but in many other important areas of life.

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Why they choose and how it goes: Comparing special education and general education cyber student perceptions

Cited by 53 publications

References 10 publications

The Nature of Parental Engagement at an Online Charter High School

The Nature of Parental Engagement at an Online Charter High School

Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

Hispanic or Latino Student Success in Online Schools

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