Enrollment, Performance, and Course Engagement of Credit Recovery Students in Virtual Courses

• In Event: Marriott Roundtable Session 77
  In Roundtable Session: Continuous Improvement of Students’ Online Learning Experiences

Abstract

The author examined enrollment, performance, and course engagement patterns of students who took courses for credit recovery in a state virtual school. For the first part of the study, descriptive analysis was used to investigate the virtual school’s enrollment characteristics, and cross-classified multilevel modeling was used to test statistical differences in final grades between credit recovery and other enrollment reason groups, revealing the low-performance of credit recovery students. The second part of the study delved into students’ engagement patterns in one of the courses most frequently taken by credit recovery students. Hierarchical clustering of time series suggested several meaningful learner profiles. Practical implications to be gleaned from findings include early alert system and metacognitive components.

Author

• Jemma Bae Kwon, Michigan Virtual