Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case
Save to My Collections
Cakir, H., Delialioglu, O., Dennis, A. & Duffy, T. (2008). Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2529-2535). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30025.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
More Information on ELEARN
Table of Contents
This paper examines the student and school factors (especially geographic location) on student achievement in the Cisco Networking Academy, a technology enhanced learning environment. The instructional model in the Cisco Networking Academy combines face-to-face learning with online curriculum and instructional materials that are distributed over the Internet. Due to socioeconomic differences, student achievement differences between urban and suburban regions are a major issue in U.S. schools. We believe that using a technology enhanced learning environment may close this achievement gap. After accounting for ability and motivation factors, this study, conducted with 4670 high school students in 386 high schools, found that students located in different geographical locations achieve equally well in the networking program. The results concluded that this combination of technology-enhanced classroom learning environment help students in different regions equally well to achieve in the program.
- Factors Affecting Student Engagement in a Blended Learning Environment
- Student Engagement Experiences in a Problem-Based Course with Blended Learning Environment
- What We Need for Effective Learning in Ubiquitous Environment:Lessons from Korean Cases
- Technology Enhanced Learning Environments for Closing the Gap in Student Achievement Between Regions: Does it Work?
- Student Perceptions on Project-Based Learning and Group Working in Multimedia Courseware Development Course
- The impact of icebreakers on participation in synchronous sessions of online learning classes
- Engaging Students with Free Collaboration Technologies in Higher Education
- Using Real Life Cases to Integrate Communication and Information Technologies in Teacher Education
- Researching and Evaluating Digital Storytelling as a Deep Learning Tool
- Digital Storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.