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ERIC Number: ED515984
Record Type: Non-Journal
Publication Date: 2009
Pages: 153
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-8777-4
ISSN: N/A
The Louisiana Virtual School: A Baseline Study of the Effectiveness and Quality of Online Learning
Batley, Valerie Lynne Smith
ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe
This quantitative study investigated the perceptions of principals, guidance counselors, and site facilitators in city/suburb, town, and rural schools concerning the Louisiana Virtual School (LVS). This study provided a benchmark of attitudes from school personnel about the LVS. The non-experimental research design used an online survey adapted with permission from the Illinois Virtual School. The sample (n = 95) consisted of 55 principals, 19 guidance counselors, and 21 LVS site facilitators in 19 city/suburb, 32 town, and 44 rural schools that offered LVS courses during the 2008-09 academic year. Data were analyzed using a two-way factorial analysis of variance and a Scheffe post-hoc analysis. Independent variables included school locale and school personnel position. Dependent variables included the perceived value of LVS courses, the effectiveness of communication between the LVS administrators and schools, the responsiveness of LVS administrators to the curricular needs of the schools, and online learning as an effective way for students to learn. Each of the null hypotheses was rejected for personnel position, and in each case, significant mean differences were found between the principal and the site facilitator, favoring the site facilitators. No differences were found between principals and guidance counselors. Findings of this study indicated that site facilitators reported a higher scale value for the LVS course offerings to students than did principals and guidance counselors. All school personnel positions regarded the communication associated with the LVS as effective, believed that the LVS administrators were responsive to the curricular needs of the school, and perceived online learning as an effective way for students to learn. Findings among school locales were not significant. The lack of significant differences indicated that regardless of school locale, personnel at the local level believe the LVS had value to their students. In summary, the results confirmed existing literature that the role of the site facilitator was important to the success of the virtual school and provided a vital link between students and their online teachers. The results also indicated that school personnel directly involved with the virtual school have good to excellent perceptions regarding the LVS and online learning. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana