The Value of Online Learning for High School Credit Recovery

• In Event: Online Learning K-12

Abstract

This qualitative study about students and teachers in a virtual school Credit Recovery Program hopes to move closer to understanding the virtual learning experience of at-risk students and whether the online environment hinders or helps their learning experience. We explore the experience of Credit Recovery teachers, students, and lab coordinators through open-ended survey responses and interviews. The data suggest online coursework gives at-risk students an increased amount of self-efficacy that can increase their motivation. The data show students and teachers need training and professional development to be more successful in the online Credit Recovery environment. A district-level summer school program designed to facilitate online credit recovery can provide the support needed to significantly increase the pass rate of students.

Authors

• Amy E. Garrett Dikkers, University of North Carolina - Wilmington

• Aimee Whiteside, University of Tampa

• Somer Lewis, University of North Carolina - Wilmington