Author ORCID Identifier
Jennifer Darling-Aduana: https://orcid.org/0000-0002-7940-5662
Document Type
Article
Publication Date
2019
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 reengaging students at risk of course failure or dropping out of high school.
DOI
10.1177/2332858419887736
Recommended Citation
Darling-Aduana, Jennifer, "Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses" (2019). Learning Sciences Faculty Publications. 51.
doi: 10.1177/2332858419887736
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Comments
Previously published in AERA Open:
Darling-Aduana, J. (2019). Behavioral engagement patterns among high school students enrolled in online courses. AERA Open, 5(4). doi:10.1177/2332858419887736