Systematically Designed Online Support for Virtual School Students: A Theory Into Practice Product

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Roblyer, M.D., Blomeyer, R. & Rankins-Reed, R. (2006). Systematically Designed Online Support for Virtual School Students: A Theory Into Practice Product. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 521-527). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22091.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

M. D. Roblyer, University of MD University College, USA; Robert Blomeyer, ReGina Rankins-Reed, NCREL/Learning Point Associates, USA

Abstract

Despite the recent explosion in the numbers of school students choosing to take virtual courses, dropout rates are usually reported to be higher than in face-to-face courses. To help address this problem, the North Central Educational Regional Laboratory (NCREL) commissioned the development and evaluation of an Online Student Support Site (OSSS) for virtual school students. This online diagnostic and instructional product was based on previous research to identify qualities and skills students need in order to be successful virtual learners. OSSS uses the Educational Success PRediction Instrument (ESPRI) to identify school students who would be at-risk of failure in virtual courses, and provides units of interactive, online instruction matched to capabilities that ESPRI indicates they lack. This paper: (1) summarizes research on identification of and assistance for at-risk virtual students, and (2) describes systematic design procedures used to create and formatively evaluate the site.

Keywords

• Evaluation
• Schools
• Students
• Instructional Design

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