Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles

Autor/in	Garthwait, Abigail
Titel	Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles
Quelle	In: Electronic Journal of e-Learning, 12 (2014) 4, S.353-366 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Pilot Projects; Online Courses; Educational Technology; High School Students; Small Schools; Cognitive Style; Questionnaires; Semi Structured Interviews; Coding; Rural Schools; Qualitative Research; Distance Education; Teacher Student Relationship; Group Activities; Case Studies; Educational Practices; Computer Literacy; Access to Computers; Maine + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Online course; Online-Kurs; Unterrichtsmedien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School; Schools; Schule; Cognitive styles; Kognitiver Stil; Fragebogen; Codierung; Programmierung; Rural area; Rural areas; Ländlicher Raum; Schulen; Qualitative Forschung; Distance study; Distance learning; Fernunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppenaktivität; Case study; Fallstudie; Case Study; Bildungspraxis; Computerkenntnisse
Abstract	This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two-fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a national curriculum. While the government of Maine offers some state-level support for schools, many educational issues and initiatives are controlled at the local level. Additionally, Maine is one of the most rural states in the country and the isolated nature of these schools adds to the dearth of curricular opportunities for students ages 14-18. Data was collected using the Felder & Solomon (1993) Learning Styles Questionnaire and semi-structured, bi-semester interviews with ten students. Open and axial coding was used to identify themes, which were subsequently triangulated with a document review and the two sets of interviews with the three adult coordinators. Findings fell within two groupings: data that substantiated prior research, and data that offer contradictory conclusions. Learning styles have an important place in online learning. However transactional distance, teacher response time, group work, and school filtering issues also emerged as critical. Conclusions carry implications for online educators, school administrators, and policy makers (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10