Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case

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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.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
ISBN 1-880094-66-5
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Authors

Hasan Cakir, Gazi University, Turkey; Omer Delialioglu, Orta Dogu Teknik Universitesi, Turkey; Alan Dennis, Thomas Duffy, Indiana University, United States

Abstract

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.

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