Online system adoption and K-12 academic outcomes.
This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, Word Press) 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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 4; pp. 378 - 392 |
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| Autor principal: | |
| Formato: | questions and answers research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109824231&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109824231 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2015 vid: 31 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109824231 108376660 10.1111/jcal.12101 109824231 ppf: 378 ppct: 14 formats: tig: atl: Online system adoption and K-12 academic outcomes. aug: au: Kimmons, R. affil: Curriculum & Instruction, University of Idaho sug: subj: Academic Achievement World Wide Web Utilization Diffusion of Innovation Education, Non-Traditional Schools United States United States Data Collection Methods Data Analysis Methods Descriptive Statistics Data Analysis Software P-Value Funding Source ab: This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, Word Press) 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. pubtype: Academic Journal doctype: questions and answers research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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