Student enrollment in K-12 online learning programs showed a tenfold expansion in the years between 2002 and 2005. Despite increased implementation to fulfill critical local needs, there is very little evidence-based research available to inform education leaders' decisions relating to these initiatives. To address the important question of whether online learning can be as effective as traditional face-to-face learning, this research presents the findings from a quasi-experimental design implemented to examine the effect of the Louisiana Algebra I Online initiative on student outcomes. The findings presented suggest that the Louisiana Algebra I Online model is a viable online model for providing effective Algebra I instruction. [PUBLICATION ABSTRACT]
CITATION STYLE
Laura M O’Dwyer, Rebecca Carey, & Glenn Kleiman. (2007). A Study of the Effectiveness of the Louisiana Algebra I Online Course. Journal of Research on Technology in Education, 39(3), 289. Retrieved from http://proquest.umi.com/pqdweb?did=1247222651&Fmt=7&clientId=15023&RQT=309&VName=PQD
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