Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2024
Committee Chair or Co-Chairs
Dr. Virginia Foley
Committee Members
Dr. William Flora, Dr. Don Good, Dr. Jason Horne
Abstract
This study was used to investigate the differences in asynchronous, bisynchronous, and hybrid learning environments in student achievement in online schools. Utilizing quantitative data analysis, the research examines student growth data, chronic absenteeism, graduation rates, and ACT scores across these modalities. The research holds significant implications for educators, policymakers, and stakeholders in enhancing the quality of online education. The results may contribute to the ongoing dialogue surrounding effective pedagogical practices in the digital age by providing evidence-based insights into the strengths and weaknesses of each instructional mode. By addressing the challenges of the digital divide, the results may be used to inform the design of inclusive learning environments that cater to diverse student needs and circumstances. The hypothesis was that there would be observable differences among the various virtual learning modalities. The results revealed significant differences in the student growth index among the different learning environments. Specifically, students in bisynchronous learning models well succeeded those in hybrid models. The study found no significant differences in chronic absenteeism rates, graduation rates or ACT scores among the different learning modalities.
Document Type
Dissertation - unrestricted
Recommended Citation
Weeden, Lindsey, "Student Achievement in the State of Tennessee Through Virtual Learning in Asynchronous, Bisynchronous, and Hybrid Approaches" (2024). Electronic Theses and Dissertations. Paper 4439. https://dc.etsu.edu/etd/4439
Copyright
Copyright by the authors.