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An Examination of High School Student Success in Online Learning

Eaton, Gina N
http://orcid.org/0000-0003-3336-8496
http://rave.ohiolink.edu/etdc/view?acc_num=csu1593795460701708

Abstract Details

2020, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
Online learning education in K-12 districts across the United States has continually grown in the United States (Barbour & Kennedy, 2014). Research from online course studies of adult learners suggests several factors influence successful course completion. However, discrepancies exist as to whether the findings can be generalized to 9-12 E-learning students. Literature exploring the learner characteristics associated with successful secondary students in online studies is limited. The research on online education identifies students who are highly motivated, high-achieving, and self-starting as those that are most likely to complete online courses successfully (Barbour & Reeves, 2009). High schools across Ohio employ online learning education to support graduation pathways of all diverse learners. This study explored differences that exist between subgroups when learner characteristics in the online learning environment are compared with course completion percentage. Archival records of students who had attempted credits towards high school graduation through online learning coursework were collected from four participating school districts. The sample for this study was drawn from inner-ring suburban school districts in Northeast Ohio with an urban boundary. The subjects of this study included 214 high school students, grades 9-12, enrolled in online courses pursuing credits toward high school completion. Standard linear regression was calculated to predict course completion percentages based on gender, race, grade level, and grade level according to expected age as the independent variables. The results of this study provided evidence related to online learner characteristics that exist in digital learning environments. Positive results indicate students in upper-grade levels, and female students are more likely to be successful in earning credits in virtual learning environments. The analysis produced favorable outcomes for students who are at grade level to complete online courses successfully. Non-Black students are more likely to complete online courses when compared to Black students based on the findings of this research. The implications of this investigation have practical significance for school districts implementing virtual learning options across the curriculum. It is essential to continue exploring the relationship between individual learner characteristics and course completion for high school E-learners to support online education as a viable instructional pedagogy.
Brian Harper (Committee Co-Chair)
Frederick Hampton (Committee Co-Chair)
Mark Freeman (Committee Member)
Dakota King-White (Committee Member)
Elizabeth Domholdt (Committee Member)
Curricula; Education; Secondary Education
online learning, remote learning, distance learning, e-learning, high school, course completion

Recommended Citations

Citations

  • Eaton, G. N. (2020). An Examination of High School Student Success in Online Learning [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1593795460701708

    APA Style (7th edition)

  • Eaton, Gina. An Examination of High School Student Success in Online Learning. 2020. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1593795460701708.

    MLA Style (8th edition)

  • Eaton, Gina. "An Examination of High School Student Success in Online Learning." Doctoral dissertation, Cleveland State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1593795460701708

    Chicago Manual of Style (17th edition)

csu1593795460701708
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This open access ETD is published by Cleveland State University and OhioLINK.