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Online Advanced Placement Advantage: Examining Online Achievement and Perceptions
PROCEEDINGS

, Sacred Heart University, United States ; , Independent Consultant (Formerly Senior Associate Advanced Placement, Florida Virtual School), United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In 1997 Florida Virtual School (FLVS) began an online high school within Florida, designed initially to provide courses in specialized areas (e.g., Advanced Placement [AP]), to students in rural areas where schools had difficulty in finding and funding AP teachers. In Spring 2012, FLVS served more than 148,000 Florida students; including more than 4,300 students enrolled in 17 different AP courses. The purpose of the research was to compare student performance on AP exams and to explore student perceptions of their online course as compared to the classroom-based experiences. The data indicated students performed at comparable levels to the national sample, but higher compared to other Florida students. The data also showed that students perceived benefits to both their online and classroom AP courses. Both findings lend credibility to the delivery of AP in an online format, but also the design, delivery and support of the instruction was paramount regardless of delivery model.

Citation

Barbour, M. & Johnston, S. (2013). Online Advanced Placement Advantage: Examining Online Achievement and Perceptions. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1742-1751). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .