With the rapid growth of online teaching and learning at the secondary education level, the question of whether online programming should be adopted is being replaced with questions of how online education should be implemented. Research identifying the experiences of online program implementation is lacking. This is especially true for traditional high schools. This qualitative multi-case study has identified the systemic changes experienced by three traditional high schools in the process of establishing online courses as part of their overall curricular offering, the impact online learning options have on organizational policies and procedures, and the factors needed to achieve practical and sustainable models for successful programs. Considering the operational changes online teaching and learning present compared to traditional face-to-face teaching and learning, data from surveys, personal interviews, and document review show numerous motivators for online program implementation. Systemic impact and implications of online programming implementation were dependent on the school culture and capacity developed by administrators and faculty. Organizational policies and procedures were also impacted by the incorporation of online programming. This multi-case study identified factors leading to practical, sustainable, and successful online programs. As traditional high schools implement this educational initiative, administrators, teachers, and policymakers need to be aware of not only the potential of online programming but also the impact this innovation will have on the whole educational system.
Keywords: secondary online programming, systems thinking, change, educational policy, sustainability
University of Minnesota Ed.D. dissertation. May 2011. Major: Teaching and Learning. Advisors: Dr. Joyce Strand, Adviser, Dr. Susan Damme. 1 computer file (PDF); viii, 124 pages, appendices A-F.
Luehr, Dana Darice.
Organizational perspectives on online programming implementation in three traditional high schools..
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