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Student Performance in Virtual Schooling: Looking beyond the Numbers
ARTICLE

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ERS Spectrum Volume 27, Number 1, ISSN 0740-7874

Abstract

Seven years ago, the Centre for Distance Learning and Innovation (CDLI) began a virtual high school within the Canadian province of Newfoundland and Labrador. CDLI was designed primarily to provide courses in specialized areas to students in rural areas, where schools have difficulty attracting specialized teachers. The purpose of the study is to examine the student achievement in standardized public exams and final course scores in the province between different delivery models, geographic location, and subject area to determine whether or not students are succeeding in the virtual high school environment at the same rate as their classroom counterparts. (Contains 3 tables.)

Citation

Barbour, M.K. & Mulcahy, D. (2009). Student Performance in Virtual Schooling: Looking beyond the Numbers. ERS Spectrum, 27(1), 23-30. Retrieved April 24, 2019 from .

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Cited By

  1. The Disconnect Between Policy and Research: Examining the Research into Full-Time K-12 Online Learning

    Michael Barbour, Sacred Heart University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1438–1445

  2. Today’s Student and Virtual Schooling: The Reality, the Challenges, the Promise…

    Michael Barbour, Wayne State University

    Journal of Open, Flexible, and Distance Learning Vol. 13, No. 1 (2009) pp. 5–25

  3. The Promise and the Reality: Exploring the Research on Virtual Schooling

    Michael Barbour, Wayne State University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3433–3442

  4. Beyond volunteerism and good will: Examining the commitment of school-based teachers to distance education

    Michael Barbour, Wayne State University, Canada; Dennis Mulcahy, Memorial University of Newfoundland, Canada

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 779–784

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