Rachel+Tustin

**Significance of the Study** If you look examine the body of research related to distance learning at the K-12 level, there are few studies that examine the effectiveness and experience of students at this particular level and mode of education. In the late 1990s emerges a cluster of studies that were done to evaluate the nationwide Virtual High School (VHS) program to evaluate its effectiveness. Then in the last few years there were a handful of studies of various virtual high school programs. Most of the studies had major problems, however, such as they were trying to compare student achievement across a variety of courses, or had very small sample sizes which limited the ability to generalize their findings. Given the expansion of distance learning at the high school level, with more and more states choosing to implement some variation of this option, research needs to be conducted to determine the best methods and tools to utilize it effectively with a younger and more diverse socio-demographic group. Virtual charter schools need to be studied in order to determine whether or not they impact student achievement on an academic level, or from the perspective of building student self-esteem. This research will improve the quality of what is being created and delivered in online high school courses, as well as possibly fuel interest to expand these programs and make them more accessible to rural and low income students.

HI Rachel, Are students in low income areas provided with the technology to attend a virtual high school? This is an area I am not very familiar with, so I wonder - how do they access coursework? We are currently working on getting computers donated from local businesses to low income families in our district. It's quite an involved process. What is your experience? Jennifer 

Rachel, When we are referring to Virtual High Schools are we just talking about taking a course that may not be offered at the student's current school or are we talking about an entire program? Will students from lower socieconomic groups be at a disadvantage because they may not have access to the Internet? Sheila

I am referring to totally separate virtual high schools, not programs that are part of a traditional school. Students in lower socioeconomic groups would be disadvantaged due to general lack of computer access at home.


 * Dissemination of Research**
 * The journals I would like to submit my research to are //American Journal of Distance Education//, //Education & Information Technologies, and Quarterly Review of Distance Education////.// I chose this three journals because in my search for studies to use in a literature review on K-12 education, the best articles, whether they were design based or true studies, typically originated in one of these three.
 * I would like to present at the International Technology Education Association conference or the International Society for Technology in Education conference. The first I chose because it included several presentations on using various types of digital tools in the classroom and was geared more toward a K-12 audience, and the second I chose because it has a strand that explicitly addresses distance learning.

Rachel, Not having experienced online education at the High School level, do you think today’s student has the motivation and resourcefulness to pursue a specific course and related objective without a teacher’s direct supervision and involvement? Do you see a blended form of educational delivery at the High School level as being more effective for rural and low-income students? Does the “Quarterly Review of Distance Education” journal include peer-reviewed articles? I think distance education is changing the way we think of, act upon, and carry out “education” across the globe. It is interesting to note that a question that most students ask today at the admission stage into any post-secondary institution is: “What online options do I have?” Best regards David (11/14/09)

There is a large investment of time in getting to know the subject/system being studied || Yin, R. (2008). //Case study research: Design and methods (applied social research methods).// Thousand Oaks, California: Sage Publications. || I would use this method if I chose to study one subject more intensely, either teacher or student, in a distance learning situation. ||
 * Module 4:**
 * **Research Methodology** || **Strengths** || **Limitations** || **Authoritative Primary Source for This Methodology** || **Why I Will or Will Not Use This Method** ||
 * case study || Produces ample detailed information; it is flexible model that allows the researcher to pursue multiple angles || The analysis of information is subjective;
 * phenomenology || Allows the researcher flexibility in collecting data, predicting the outcome is not necessary; allows for exploration || Time intensive || Seidman, I. (2006). //Interviewing as qualitative research: A guide for researchers in education and the social sciences.// New York, New York: Teachers College Press. || I would use this method because it would allow me to develop a broad perspective of my research questions and look at multiple subjects. ||
 * Mixed methods || Minimizes the limitations of qualitative and quantitative research; numbers can be used to provide stronger evidence of conclusions || Difficult to carry out both methods in research; researcher has to know a great deal about the methods to mix them appropriately || Greene, C. (2007). //Mixed methods in social inquiry//. San Francisco, California: John Wiley and Sons. || I am not sure if I would use this method because I do not feel I have the knowledge or skill to implement it effectively at this point in time. ||


 * **Research Questions** || **Methodology**

You may use the same methodology for each question, or not, depending on the questions you are asking. || **Sample**

You may only have one sample for your study, or several different groups/individuals. || **Data Collection**

Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc. If there are multiple forms of data for one research question, list them all. || **Statistical Analysis**

If you are able to provide this, please do so. || Rachel, your research questions present interesting possibilities. When you address the "experience" of high school students, what parameters do you have in mind regarding the limiting range of their responses to your questions? What are your independent and dependent variables in the second research question? What theory will you use to frame these questions? Just thinking! David (10/31)
 * **What are high schools students experience in distance learning courses?** || phenomenology || 6-12 students || Interviews, observations in online classrooms ||  ||
 * **Are virtual high schools addressing the achievement gap, particular for students in rural districts?** || Mixed methods || 15-100 students || Pre-post test; interviews surveys ||  ||
 * **Are virtual high schools addressing the achievement gap, particular for students in rural districts?** || Mixed methods || 15-100 students || Pre-post test; interviews surveys ||  ||

David, I am hesitant to set barriers to their responses because very little research focuses on the experience from the student perspective, most of it focuses design, teacher experience, and test scores. The test scores present a huge issue because most virtual charter schools do not take the same tests as students in the same region in traditional classrooms, which makes it problematic to compare achievement between the two groups. Some studies try to compare them in terms of grades, which is entirely subjective because they do not complete the same tasks. Rachel (11/1).

earch on virtual high schools, since that is a topic I am considering for my dissertation. If you look at the research, there are a cluster of studies that were done to evaluate the nationwide Virtual High School (VHS) program in the late 1990s to evaluate its effectiveness. I consider this sort of pre Web 2.0. Then in the last few years there were a handful of studies of various virtual high school programs. Most of the studies had major problems, however, such as they were comparing student achievement across a variety of courses. The other area of research that emerged was there were a lot of articles that looked at the design aspect, taking a theoretical perspective. 1. What are students’ experiences in a virtual charter school at the high school or middle school level? 2. What is the background of students who enter and are successful in virtual high school programs? (Are they already strong academically, or can weaker students be successful in this format?) 3. Are we using virtual high school as a means to diversify curriculum for rural areas in South Carolina?
 * __Research Questions:__**

Rachel, Will you just be examining virtual learning environments in South Carolina? Will you be using this as a basis and comparing it to other states and what they are doing to circumvent the problems associated with virtual learning? Sheila

I wanted to use South Carolina because I think what we are doing here is typical of what's happening in many states that are allowing virtual charter schools to be created by third parties, as opposed to state operated virtual school, which we also have here. I think SC would serve as baseline of sorts. There are some states with state run, well developed virtual programs such as Michigan and Florida, but with changes in the laws there seems to be virtual charter schools popping up everywhere, including middle school. If you try to research virtual middle school there are next to no studies, with the largest one being done in the mid late 1990s in Quebec. So distance learning in middle school is really a wide open forum for research.

Do you think that students so young an age as middle school can appreciate and have the maturity to do a virtual program? Or, do you think that they would need hands-on direction from an instructor or monitor in order to succeed? Ginger

In examining the issue of virtual high school programs in the United States, there are several discrepancies in the research. When Virtual High School emerged in the late 1990s as a private online option for schools, the program was studied intensely for the first three years. This program was unique both in the variety of courses, but also in that it contracted with districts to provide services. In the last few years, more and more states have implemented some version of virtual high school, as well as allowed charter virtual schools to partner with districts. However, since the late 1990s no thorough study of virtual learning at the high school level has taken place. Virtual charter schools need to be studied in order to determine whether or not they impact student achievement on an academic level, or from the perspective of building student self-esteem. Theories used in the research so far have been …. · Phenomenology · Case study · Mixed methods · Quantitative analysis · Activity theory For my own study, I would most likely use a mixed methods approach using phenomenology with some quantitative analysis to examine student achievement. The phenomenology would allow me to look at and develop a profile of students’ experiences in a virtual charter school.
 * __Problem Statement:__**
 * __Theory:__**


 * //__Module 2: Literature Review__//**

Topic: K-12 Distance Education

Five Aspects:

Assessment: In an online environment, how we asses learning as to change to suit the environment itself. If we want to implement distance education models at the K-12 level we have to be creative in how we assess students, and do so in a way K-12 learners can understand. Studies that would be included in this area would include those that addressed models of measuring achievement in online classrooms.

Virtual High Schools: Many states across the country have implemented virtual high schools, with Florida and Michigan having the largest and longest running programs. With more and more states choosing to implement some version of virtual schooling for their students, it becomes more important to study these learning scenarios. Research would include studies that examine the effectiveness of existing virtual high schools. Rachel, Have you considered looking at virtual schools from a socioeconomic perspective; maybe the impact of the school's approach to virtual learning may from poverty area schools vs. affluent areas and rural vs urban? Sheila

It is something that I have thought about off and on, particularly when I read about how virtual learning could be a tool to reach students in low income districts on the fringes of SC where I teach. I teach in an affluent district but in a low income school. We have all these fantasitic resources online for our kids, yet there is a large proportion of them who can't access them from home. It's frustrating. I would like to see some sort of program to address this type of issue in schools.

Rachel,This is a topic that I also wanted to consider in my research, the problem with having the tools such as a computer, but not be access the technology that can provide opportunities for extensive learning that could not be approached before due to geographic boundaries. This is another aspect of the digital divide that needs to be addressed and that is the problems dealing with access to technologies as the Internet and the tools that can be utilized to advance student achievement such as the Web 2.0 platform. Sheila

Collaborative Tools: There are a number of tools used to collaborate in online environments, such as Web 2.0 options. This is important, particularly for schools that do not have the resources to purchase virtual classroom platforms. Studies in this area would look at how k-12 teachers use Web 2.0 tools to increase collaboration amongst students.

Hybrid Models: Many schools use the tools of distance learning, though not in the traditional sense of online colleges or virtual high schools. For example, districts across the country use platforms such as Moodle or Blackboard to augment instruction. Studies in theis area would look at how teachers use tools of distance learning, such as Wikis or virtual classroom platforms to augment learning. (Rachel, this might involve blended learning techniques. Traditionally, "blended" learning is when we combine an online class with an on ground lab or other activity. However, this term is now encompassing more methods. Ginger)

Rachel, Moodle may not augment instruction as much as it provides the medium for dissemination of a well-defined curriculum. Collaborative learning, I think, depends on the extent to which students have experienced cooperative learning projects in an f-2-f environment. Primary education's focus appears to have focussed on individual learning accomplishment rather than a collective one. I wonder if K-12 distance learning will be effective only to the extent that teachers play a more active role in developing a collaborative mindset for the student. Today's higher education model needs rethinking if collaborative learning is to undergird a specific curriuculm. David (10/17/09)

Achievement: Measuring the impact of K-12 distance learning tools for many schools comes down to one particular aspect: measuring student achievement. Studies in this area would look at whether or not using distance education tools increases comprehension and student achievement. (//Rachel, perhaps looking at the categories of "low" and "average" student both in a f-2-f and hybrid environment could address the achievement quotient to compare with the above average and exceptional student. Also, the correlation between scholastic achievement and active learning may find interesting applications to your research. Thanks. David)//


 * //__Module 1:__//**

//Research Interests:// My research interests include using models of distance education at the middle school and high school level. This includes using models of distance education in traditional or hybrid models. In particular, I am interested in the impact these methodologies can have with low level or average students who have struggled academically in school.

Lately, I have also become interested in using models of distance education with students who struggle in conventional classrooms due to conditions such as Aspergers. (//Rachel, in layman's terms, what is Aspergers?)//

//Theoretical Foundations:// There are several theoretical foundations that are applicable to my areas of interests. In terms of designing a research study, phenomenology appeals to me because it provides a framework for studying a scenario when you do not have an idea of the outcome. In my case, there is limited research on the use of distance education models in the K-12 arena, as well as its use with students with disabilities that impair their social skills.

References: Creswell, J. W. (2007). //Qualitative inquiry and research design: Choosing among the five approaches// (2nd Ed.).Thousand Oaks, Sage. Hatch, J. A. (2002). //Doing qualitative research in educational Settings//. Albany: State University of New York Press. Rachel, your research questions present interesting possibilities. When you address the "experience" of high school students, what parameters do you have in mind regarding the limiting range of their responses to your questions? What are your independent and dependent variables in the second research question? What theory will you use to frame these questions? Just thinking! David (10/31)

David, I am hesitant to set barriers to their responses because very little research focuses on the experience from the student perspective, most of it focuses design, teacher experience, and test scores. The test scores present a huge issue because most virtual charter schools do not take the same tests as students in the same region in traditional classrooms, which makes it problematic to compare achievement between the two groups. Some studies try to compare them in terms of grades, which is entirely subjective because they do not complete the same tasks. Rachel (11/1).

earch on virtual high schools, since that is a topic I am considering for my dissertation. If you look at the research, there are a cluster of studies that were done to evaluate the nationwide Virtual High School (VHS) program in the late 1990s to evaluate its effectiveness. I consider this sort of pre Web 2.0. Then in the last few years there were a handful of studies of various virtual high school programs. Most of the studies had major problems, however, such as they were comparing student achievement across a variety of courses. The other area of research that emerged was there were a lot of articles that looked at the design aspect, taking a theoretical perspective. 1. What are students’ experiences in a virtual charter school at the high school or middle school level? 2. What is the background of students who enter and are successful in virtual high school programs? (Are they already strong academically, or can weaker students be successful in this format?) 3. Are we using virtual high school as a means to diversify curriculum for rural areas in South Carolina?
 * __Research Questions:__**

Rachel, Will you just be examining virtual learning environments in South Carolina? Will you be using this as a basis and comparing it to other states and what they are doing to circumvent the problems associated with virtual learning? Sheila

I wanted to use South Carolina because I think what we are doing here is typical of what's happening in many states that are allowing virtual charter schools to be created by third parties, as opposed to state operated virtual school, which we also have here. I think SC would serve as baseline of sorts. There are some states with state run, well developed virtual programs such as Michigan and Florida, but with changes in the laws there seems to be virtual charter schools popping up everywhere, including middle school. If you try to research virtual middle school there are next to no studies, with the largest one being done in the mid late 1990s in Quebec. So distance learning in middle school is really a wide open forum for research.

Do you think that students so young an age as middle school can appreciate and have the maturity to do a virtual program? Or, do you think that they would need hands-on direction from an instructor or monitor in order to succeed? Ginger

In examining the issue of virtual high school programs in the United States, there are several discrepancies in the research. When Virtual High School emerged in the late 1990s as a private online option for schools, the program was studied intensely for the first three years. This program was unique both in the variety of courses, but also in that it contracted with districts to provide services. In the last few years, more and more states have implemented some version of virtual high school, as well as allowed charter virtual schools to partner with districts. However, since the late 1990s no thorough study of virtual learning at the high school level has taken place. Virtual charter schools need to be studied in order to determine whether or not they impact student achievement on an academic level, or from the perspective of building student self-esteem. Theories used in the research so far have been …. · Phenomenology · Case study · Mixed methods · Quantitative analysis · Activity theory For my own study, I would most likely use a mixed methods approach using phenomenology with some quantitative analysis to examine student achievement. The phenomenology would allow me to look at and develop a profile of students’ experiences in a virtual charter school.
 * __Problem Statement:__**
 * __Theory:__**


 * //__Module 2: Literature Review__//**

Topic: K-12 Distance Education

Five Aspects:

Assessment: In an online environment, how we asses learning as to change to suit the environment itself. If we want to implement distance education models at the K-12 level we have to be creative in how we assess students, and do so in a way K-12 learners can understand. Studies that would be included in this area would include those that addressed models of measuring achievement in online classrooms.

Virtual High Schools: Many states across the country have implemented virtual high schools, with Florida and Michigan having the largest and longest running programs. With more and more states choosing to implement some version of virtual schooling for their students, it becomes more important to study these learning scenarios. Research would include studies that examine the effectiveness of existing virtual high schools. Rachel, Have you considered looking at virtual schools from a socioeconomic perspective; maybe the impact of the school's approach to virtual learning may from poverty area schools vs. affluent areas and rural vs urban? Sheila

It is something that I have thought about off and on, particularly when I read about how virtual learning could be a tool to reach students in low income districts on the fringes of SC where I teach. I teach in an affluent district but in a low income school. We have all these fantasitic resources online for our kids, yet there is a large proportion of them who can't access them from home. It's frustrating. I would like to see some sort of program to address this type of issue in schools.

Rachel,This is a topic that I also wanted to consider in my research, the problem with having the tools such as a computer, but not be access the technology that can provide opportunities for extensive learning that could not be approached before due to geographic boundaries. This is another aspect of the digital divide that needs to be addressed and that is the problems dealing with access to technologies as the Internet and the tools that can be utilized to advance student achievement such as the Web 2.0 platform. Sheila

Collaborative Tools: There are a number of tools used to collaborate in online environments, such as Web 2.0 options. This is important, particularly for schools that do not have the resources to purchase virtual classroom platforms. Studies in this area would look at how k-12 teachers use Web 2.0 tools to increase collaboration amongst students.

Hybrid Models: Many schools use the tools of distance learning, though not in the traditional sense of online colleges or virtual high schools. For example, districts across the country use platforms such as Moodle or Blackboard to augment instruction. Studies in theis area would look at how teachers use tools of distance learning, such as Wikis or virtual classroom platforms to augment learning. (Rachel, this might involve blended learning techniques. Traditionally, "blended" learning is when we combine an online class with an on ground lab or other activity. However, this term is now encompassing more methods. Ginger)

Rachel, Moodle may not augment instruction as much as it provides the medium for dissemination of a well-defined curriculum. Collaborative learning, I think, depends on the extent to which students have experienced cooperative learning projects in an f-2-f environment. Primary education's focus appears to have focussed on individual learning accomplishment rather than a collective one. I wonder if K-12 distance learning will be effective only to the extent that teachers play a more active role in developing a collaborative mindset for the student. Today's higher education model needs rethinking if collaborative learning is to undergird a specific curriuculm. David (10/17/09)

Achievement: Measuring the impact of K-12 distance learning tools for many schools comes down to one particular aspect: measuring student achievement. Studies in this area would look at whether or not using distance education tools increases comprehension and student achievement. (//Rachel, perhaps looking at the categories of "low" and "average" student both in a f-2-f and hybrid environment could address the achievement quotient to compare with the above average and exceptional student. Also, the correlation between scholastic achievement and active learning may find interesting applications to your research. Thanks. David)//


 * //__Module 1:__//**

//Research Interests:// My research interests include using models of distance education at the middle school and high school level. This includes using models of distance education in traditional or hybrid models. In particular, I am interested in the impact these methodologies can have with low level or average students who have struggled academically in school.

Lately, I have also become interested in using models of distance education with students who struggle in conventional classrooms due to conditions such as Aspergers. (//Rachel, in layman's terms, what is Aspergers?)//

//Theoretical Foundations:// There are several theoretical foundations that are applicable to my areas of interests. In terms of designing a research study, phenomenology appeals to me because it provides a framework for studying a scenario when you do not have an idea of the outcome. In my case, there is limited research on the use of distance education models in the K-12 arena, as well as its use with students with disabilities that impair their social skills.

References: Creswell, J. W. (2007). //Qualitative inquiry and research design: Choosing among the five approaches// (2nd Ed.).Thousand Oaks, Sage. Hatch, J. A. (2002). //Doing qualitative research in educational Settings//. Albany: State University of New York Press.