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Behavioral Engagement Shifts among At-Risk High School Students Enrolled in Online Courses

Version
V0
Resource Type
Dataset
Creator
  • Darling-Aduana, Jennifer (Vanderbilt University)
Publication Date
2019-01-01
Description
  • Abstract

    Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this study, I explored the extent to which enrollment in an online course improved engagement and allowed students to make course progress online outside the traditional school day by examining within-student changes in academic behaviors. Students completed their online course in fewer class periods than required to complete a comparable course in a traditional, face-to-face instructional setting. At the same time, students attended, on average, three additional days of school when enrolled in an online course as when enrolled in solely face-to-face courses, indicating a potentially positive spillover effect. Results have implications for practitioners and policy-makers interested in online learning and understanding what programs might be most effective in re-engaging students at risk of course failure or dropping out of high school.
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Update Metadata: 2019-10-23 | Issue Number: 3 | Registration Date: 2019-10-22

Darling-Aduana, Jennifer (2019): Behavioral Engagement Shifts among At-Risk High School Students Enrolled in Online Courses. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E115083