Exploring the Relationship Between Socialization and Student Achievement in Virtual Schools

• In Event: Instructional Technology SIG Poster Session 1: Instructional Technology in K–12 Settings

Abstract

We present here a study on the optimal amount and type(s) of social interaction and their impact on learning outcomes for different types of online students in virtual schools. Data (n=12,522) includes student status in at-risk groups, synchronous class and teacher-student individual meetings and average participation from statewide virtual schools in 40 states. Overall, we found statistically positive associations between socialization activities and student performance. We detected minimal differential effects for students with bullied status, health concerns, and special education status in students’ overall performance measure and earned credits. We did not detect differential effects for specific groups of students regarding types of social interaction and their achievement in state tests. Implications are discussed.

Authors

• Dennis E. Beck, University of Arkansas at Fayetteville

• Robert A. Maranto, University of Arkansas

• Bich T. Tran, University of Arkansas

• Thomas A. Clark, Clark Consulting