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ERIC Number: ED515542
Record Type: Non-Journal
Publication Date: 2009
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-3966-7
High School Students Perceptions of Distance Learning
Smith, Stephanie G.
ProQuest LLC, Ed.D. Dissertation, Walden University
High school distance learning is becoming more prevalent; however, little is known about students' perceptions of such courses making improvements difficult. Drawing from the theoretical framework of constructivism, the purpose of the concurrent, mixed method, descriptive study was to identify students' perceptions of Alabama's distance learning program, Alabama Connecting Classrooms, Educators, and Students Statewide (ACCESS). The research questions examined students' perceptions of distance learning courses, benefits or detriments to the program, and suggestions for improvement. One hundred ACCESS students completed a questionnaire investigating perceptions of success, motivation, teacher interaction, computer skills, and student-to-student interaction. SPSS software was used to analyze frequencies, central tendencies, and standard deviations of quantitative data. Results showed participants liked the ACCESS program, but had concerns about lack of teacher interaction, need for students' self-motivation, necessity of adequate computer skills, and lack of student-to-student interaction. Qualitative data, drawn from seven interviews, were categorized into several common themes. Results showed participants felt both successful and unsuccessful in the program, but agreed there should be more teacher interaction. Participants' interview responses varied on topics such as independent learning and self-motivation. Some felt being independent and self-motivated was necessary to succeed in the ACCESS program, while others disagreed. The responses clearly showed need for increased student teacher interaction which may foster social change by improving student understanding of expectations and course content, as well as teacher understanding of online student difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama