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Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case
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, Gazi University, Turkey ; , Orta Dogu Teknik Universitesi, Turkey ; , , Indiana University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper examines the student and school factors (especially geographic location) on student achievement in the Cisco Networking Academy, a technology enhanced learning environment. The instructional model in the Cisco Networking Academy combines face-to-face learning with online curriculum and instructional materials that are distributed over the Internet. Due to socioeconomic differences, student achievement differences between urban and suburban regions are a major issue in U.S. schools. We believe that using a technology enhanced learning environment may close this achievement gap. After accounting for ability and motivation factors, this study, conducted with 4670 high school students in 386 high schools, found that students located in different geographical locations achieve equally well in the networking program. The results concluded that this combination of technology-enhanced classroom learning environment help students in different regions equally well to achieve in the program.

Citation

Cakir, H., Delialioglu, O., Dennis, A. & Duffy, T. (2008). Can Blended Learning Close the Student Achievement Gap between Regions? The CCNA Case. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2529-2535). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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