method, limitations and ethical dimensions. A discussion of study implications based on the lived student experiences of Internet-Based Learning Self-Efficacy (IBLSE) and persistence in an online high school, follows. Recommendations for practical study application and for future research are included, along with concluding researcher thoughts.
Student enrollment into online high schools has increased exponentially (Queen &
Lewis, 2011), yet student dropout from these programs remains a known problem with dropout rates in excess of 60% (Barbour & Reeves, 2009; Roblyer, 2006). Students with previous negative school experiences often struggle in these programs and fear of failure can cause students to drop out once again (Cavanaugh et al., 2013; Collins & Halverson, 2010; Hammond et al., 2007). This study addressed the problem of a lack of information on student experiences of IBLSE and persistence in online high schools and the resulting inability of educational stakeholders to leverage this data to inform programming
decisions and reduce student attrition.
The purpose of the qualitative phenomenological study was to examine student experiences of IBLSE and persistence in an online high school in order to provide stakeholders with data to reduce student attrition and inform programming decisions.
Research on this phenomenon is beneficial as support of student self-efficacy can influence student academic achievement, improve student performance, and facilitate student goal attainment (Artino & Stephens, 2009; Caprara et al., 2008; Tsai et al., 2011;
Usher & Pajares, 2008).
This study utilized a phenomenological research method and analysis of interview data followed a modified van Kaam methodology to generate common participant themes (Moustakas, 1994). This method involved the processes of phenomenological reduction, imaginative variation, and synthesis (Moustakas, 1994). Central limitations of the study include the qualitative approach, the use of a single study site, the limited number of participants involved, and the limited participant demographic. The study demographics represented multiple forms of reentry pathways, (i.e., students self-enrolled or enrolled through library/corporate/career college partnerships), which was an unintended demographic division identified in the data.
To meet study criteria, all participants were required to complete at least three online courses or be recent Career Online High School (COHS) graduates. This delimitation ensured that all participants experienced success in achieving an online learning goal or completing an online learning task. These criteria were also a limitation as participants were primarily program advocates and this did not provide a balanced student-experience perspective. As the study sample was purposive and only involved students that attended COHS, findings are not generalizable to other populations, programs or school districts.
A qualitative phenomenological approach was identified as the best method to explore the phenomenon of IBLSE and student persistence in an online high school environment. One methodological assumption was that qualitative interviews, with limited numbers of participants, could generate meaningful, rich data (Maxwell, 2013).
Although the researcher’s use of bracketing supported study result credibility, transferability and dependability, the researcher’s biases, beliefs, and personal
experiences were potential limitations to interview and data analysis processes (Moustakas, 1994). As differing researcher ideas and beliefs emerged, they were documented in journal format and reflected upon. Study literature served as a critical guide to analyzing and interpreting the study data. Other limitations included the newness of the interview protocol, the phone-based nature of the interview, the inability to read participant body language, and lack of opportunity to build a trust-based
relationship with participants. Without this established relationship, participants may have held back in revealing personal life experiences.
The study aligned with the Belmont Report and basic ethical principles for behavioral research with human subjects including: (a) respect for persons (acknowledge autonomy, protect those with diminished autonomy, ensure subjects participate willingly and with adequate information); (b) beneficence (maximize benefits, minimize possible harm); and (c) justice (ensure for equal distribution of study burdens and benefits on study subjects) (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979). The researcher established trust with participants by being clear about the researcher role, the study processes, and study objectives. Signed informed consent was received from all study participants prior to interviews and verbal permission was received to audio record the interview sessions. In the data and the findings, participant names were replaced with pseudonyms to ensure for anonymity.
As high school non-graduates are considered a vulnerable population, care was taken not to place undue burden on these individuals (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979). Study
participants have previously experienced school failure and care was taken to ensure that sensitive topics that arose during the interview, such as such as teen pregnancy,
homelessness and family concerns, were handled with dignity. During the data collection process, the researcher worked to ensure all participants had a positive reaction to the study’s purpose and felt empowered as a result of study participation. The researcher reassured study participants that all data was private and confidential. Two rounds of member checking, first with transcripts, and again with individual-textural descriptions, ensured participants were in agreement and comfortable with the presentation and publication of their information.
This chapter includes study implications aligned to the research questions.
Discussion includes logical conclusions and information on the potential impact of limitations on the interpretation of results. The results are placed into context to describe how they aligned to the study problem, fit with the study purpose, demonstrate
significance, and contribute to the existing literature. Recommendations for practical applications of the study are presented, to include recommendations for future research, followed by researcher conclusions.
Implications
This study provided a glimpse into the personal, lived experiences of former non-graduate students, in an online high school environment. The resulting data aligned to the study’s problem, a lack of information on student experiences of IBLSE and persistence in online high schools, and the consequent inability of educational
stakeholders to leverage this data to inform programming decisions and reduce student attrition. Study findings aligned to the study significance and have implications for
invested stakeholders, self-efficacy and online education researchers, and online students themselves. As the student dropout rate from online high school programs is high,
especially in non-graduate populations (Barbour & Reeves, 2009; Roblyer, 2006), and the impact of high school dropout is significant (Amos, 2008; Chapman et al., 2010; Wilkins 2011), the study data provided valuable insight into understanding student motivation and persistence within these programs. This understanding can lead to the development of impactful strategies, practical applications, and future research.
The central, guiding research question in this study was: What are the student experiences of IBLSE and persistence within online high schools? The second research question: How can educational stakeholders leverage student experiences of IBLSE to reduce student attrition and inform online high school reentry programming decisions?
is addressed and discussed within the Recommendations section that follows.
Bandura’s (1977a) self-efficacy theory served as the study’s framework and lens to evaluate findings on student experiences of IBLSE and persistence in an online high school. The researcher looked for data patterns that supported other theoretical perspectives (e.g., Self-Regulated Learning, expectancy, adult learning), and that offered additional insights into relationships between the non-graduate experience, IBLSE and persistence in online high school environments. Participant data analyzed through Moustakas’ (1994) modified van Kaam method resulted in the identification of eleven major composite themes and seven minor composite themes that described the shared essences of the phenomenon under review.
Six major composite themes were consistent across all participants: perseverance and resilience, diploma required for future goals/understand the importance of education