Abstract

The lack of research about online learning at the high school level makes it more difficult for high schools to adopt online programs. Principals and superintendents of K–12 school districts are waiting for more evidence that proves online education is a viable option not only for adult and college students, but also for K–12 students. To obtain more evidence that online education is viable for K–12 students, a phenomenological case study was conducted at Eastview High School, in Apple Valley, Minnesota. The purposes of the study were to examine the possibility of utilizing student-centered learning in an online multimedia class, to determine if online learning is a possibility for the future of the school and district, and to receive student input with regard to the online course on how to improve the online learning process. This study revealed that students believed the online environment encouraged them to work at their own speed, to be active participants, to be intrinsically motivated, and to individualize learning more than a traditional class. Additionally, the students believed that they were more challenged and more prepared for life after high school through online learning. Finally, students believed they were less able to build relationships online. The students suggested better communication software, more images and audio-visual instruction, and more interaction online as methods to improve the course. The positive online experience for Eastview students will hopefully lead to implementation of more online learning opportunities for students at Eastview High School and District #196.

Citation

Krebs, T.J. Implementing an online Web design course module at a suburban high school: A phenomenological case study. Ph.D. thesis, Capella University. Retrieved August 5, 2024 from https://www.learntechlib.org/p/121376/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• secondary education
• Technology of Education