Date Awarded

2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

James Stronge

Committee Member

Megan Tschannen-Moran

Committee Member

Gene Roche

Abstract

Abstract This program evaluation is concerned with the value of online learning for academic student achievement as perceived by teachers and students. Online learning programs are becoming commonplace within traditional educational settings. These types of programs resolve a variety of educational issues related to equal access of curricula, funding, and quality. The current issue lies with educational institutions’ ability to implement these types of programs using research-based methods and strategies that enhance academic student achievement. This study initiates the research by identifying the perceptions of the stakeholder participants in the Edgenuity online learning program regarding graduation rates and other comparisons between Edgenuity graduates and non-Edgenuity graduates. The study captured these perceptions using student surveys, teacher interviews, and reports from the Edgenuity program and the district’s student information system. A pragmatic approach was used with mixed methods afforded by the use of the CIPP model from the Use Branch developed by Stufflebeam and Coryn. The data analysis process included the use of the Qualtrics survey program to administer and analyze the results from student surveys and coding to analyze the teacher interview responses. The study revealed that stakeholders perceived the Edgenuity program as satisfactory with suggested adjustments regarding the processes, practices, and procedures in an effort to make relevant and necessary changes for the future of the online program.

DOI

http://dx.doi.org/10.25774/w4-gwcx-jp54

Rights

© The Author

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