Advisor(s)

David Szabla

Contributor(s)

Alan Stoskopf, Laurie Keating

Date of Award

2011

Date Accepted

11-2011

Degree Grantor

Northeastern University

Degree Level

Ed.D.

Degree Name

Doctor of Education

Department or Academic Unit

College of Professional Studies, Department of Education

Keywords

education, educational technology, web studies, secondary education, high school, measured student outcomes, mixed method, online, sequential explanatory design, student learning

Disciplines

Education

Abstract

There has been an exponential growth in online courses offered at the high school level but little evidence as to whether they are as effective as face-to-face courses. It has become critical to understand and evaluate the effectiveness of online education in order to reap the benefits and reduce the drawbacks of contrasting learning modes. The purpose of this study was to explore how online education at the high school level is more, less, or equally as effective as face-to-face instruction. These issues were examined within the lens of online learning theory by evaluating the same high school course taught in either a traditional face-to-face classroom or online. The mode of instructional delivery formed the independent grouping variable. Grades based on the categories of discussion, assignments, projects, and tests formed the dependent variables. A sequential explanatory design was used to triangulate the data. This included a prospective causal-comparative, quantitative component. Student focus groups and a teacher interview provided the qualitative component. The quantitative findings revealed no significant differences in any of the grade categories which included discussion, assignment, project, tests, and a mid-term exam. The qualitative findings supported the quantitative findings. It was found that teacher interaction, design of learning activities, and written discussions were important for both online and face-to-face students. The development of independent learning skills was important for success by online students. These findings were presented and discussed and categorized by the dependent variables. The significance of these findings as they relate to practice, policy, and research are also discussed.

Document Type

Doctoral Thesis

Rights Information

copyright 2011

Rights Holder

Don G. Langenhorst


View Full Text

Click button above to open, or right-click to save.

Included in

Education Commons

Share

COinS