Teacher and Student Reactions to a New Statewide Virtual Public School
Abstract: This full paper summarizes results from a formative evaluation of the North Carolina Virtual Public School (NCVPS) in its first session during the summer of 2007. Post-course surveys were answered by teachers and students who taught or took either advanced placement or credit recovery courses. Results indicate a significantly higher likelihood for advanced placement students to rate their courses as high quality, to express interest in taking another online course, and to possess the necessary prerequisite technical skills to be successful online. Several readiness factors were also identified that impacted student performance online including self-direction and self-motivation, reading ability in the text-heavy online course, and appropriate technical skill and proper technology resources for full participation. The formative evaluation was successful in providing feedback to NCVPS administration toward improving the logistics of program delivery and course design.
Presider: Franklin Ramsoomair, Wilfrid Laurier University