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Course completion and participation patterns at Utah’s Electronic High School
PROCEEDINGS

, , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined course completion and participation patterns of student enrollments at Utah’s Electronic High School from 2005-2008. Using descriptive statistics, researchers found that while completion rates and times to completion were inversely related to the age of the program. Certain disciplines had higher completion rates as well as numbers of students who engaged in the course compared to other disciplines. Researchers found bimodal grade distribution with most students who completed the course receiving an A/A- and a larger number not completing the course.. A high percentage of students never participated in the course and participation rates varied based on discipline. Implications of the findings are discussed as well as areas for future research.

Citation

Hawkins, A. & Graham, C. (2010). Course completion and participation patterns at Utah’s Electronic High School. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2941-2947). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .