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dc.contributor.authorRothweiler, Barbara
dc.date.accessioned2012-08-28T17:40:28Z
dc.date.available2012-08-28T17:40:28Z
dc.date.issued2012-08-28
dc.date.submittedJuly 2012
dc.identifier.urihttp://hdl.handle.net/1928/21071
dc.description.abstractDropping out of high school has been declared an educational crisis in the United States with national and individual consequences. In New Mexico, adult dropouts only option for a high school credential has been a GED. In August 2010, Graduate New Mexico (GNM), an online asynchronous program, was implemented to help adult dropouts earn a high school diploma. The program was closed in March 2011. The purpose of this study is to determine the factors related to successful course completion of the GNM program that helped returning dropout students complete online course work. Using a qualitative design and interviews as the method of inquiry, 23 students, the full-time teachers, and administrators were interviewed. Three main research questions and related sub-questions were asked to seek out reasons for dropping out of high school, the impact dropping out had on their lives, the reason for returning to school, and the factors they identified that made them successful in the GNM course work. Students identified a number of factors of success centering on time management and communication skills: convenience, study flexibility, elimination of transportation and childcare needs, communication with teachers, and learning was within a limited self-paced structure. Technology and safety factors of success included: tutoring online and face-to-face, challenging and rigorous curriculum, easy to use technology, technical support, better focus on studies, uninterrupted attention from the teacher, support from family and friends and increased students’ safety. Additional findings included arrested development, generational clientele, and program accountability. Factors needing improvement surfaced as potential factors of success. These included 24-hour technology help, resources such as textbooks and a library, better program planning , buy-in from superintendents across the State of New Mexico, site coordinator training, diagnostic evaluations determining readiness for online learning, and mandatory face-to-face orientation programs before students begin. The results are significant for students, instructional designers, and policy makers. Future research recommendations include engaging and keeping dropouts in online education, application of learning principles for the dropout, differentiated curriculum for online courses, parental value of research, and determining the value of the online diploma to the dropout students and their children.en_US
dc.language.isoen_USen_US
dc.subjectOnline Educationen_US
dc.subjectDistance Educationen_US
dc.subjectHigh School Dropoutsen_US
dc.subjectDropoutsen_US
dc.subjectOnline Success Factorsen_US
dc.subjectOnline Satisfactionen_US
dc.subjectCourse Completionen_US
dc.subjectDropouts Returning to High Schoolen_US
dc.subject.lcshHigh school dropouts -- Education -- New Mexico
dc.subject.lcshEducation, secondary -- New Mexico -- Case studies
dc.subject.lcshDistance education -- Computer-assisted instruction -- Case studies
dc.subject.lcshAlternative schools -- New Mexico -- Case studies
dc.titleFactors Related to Successful Course Completion in an Online Program for Returning High School Dropoutsen_US
dc.typeDissertationen_US
dc.description.degreeOrganizational Learning and Instructional Technologyen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Leadership and Organizational Learningen_US
dc.description.advisorGunawardena, Charlotte N.
dc.description.committee-memberSalisbury, Mark
dc.description.committee-memberChavez, Alicia F.
dc.description.committee-memberHendrix, Charlotte


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