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ERIC Number: EJ1068874
Record Type: Journal
Publication Date: 2015-Aug
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0266-4909
Online System Adoption and K-12 Academic Outcomes
Kimmons, R.
Journal of Computer Assisted Learning, v31 n4 p378-391 Aug 2015
This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, WordPress) and school-level academic achievement ratings. Utilizing a novel approach to data collection via website data extraction and indexing of all school websites in a target state in the United States (n?=?732) and merging these data with publicly available data on school academic achievement ratings, this study provides generalizable results of online system adoption on academic achievement ratings for the 2011-2012 and 2012-2013 school years. Univariate general linear modelling is used to determine significant relationships between categories of systems (e.g., "any," "education-specific," "generic," "cost," "no-cost," "proprietary," "open-source") or specific systems and school academic ratings for each year. The results indicate some general positive effects, but effect sizes remain small and account for 2% or less of variance in ratings. Implications of this study suggest that online system adoption does not impact student academic achievement at a sufficient level to justify adoption that is not meaningfully coupled with other essential factors of school development (e.g., professional development, curricular development), and we propose that decision-makers should be wary of large-scale, technocentric attempts to improve schools that are not grounded in generalizable research findings.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A