The Perceptions of Students in Online-Blended Courses Designed to Support Successful Maryland High School Assessment Completion

Abstract

The purpose of this study was to gain information regarding the perceptions of students enrolled in online-blended courses, specifically those geared towards successful completion of the Maryland High School Assessment. The study utilized a descriptive approach and employed a researcher-designed survey instrument to gather data. Information and perceptions related to rigor, interaction, general satisfaction with instruction, were of greatest influence while conducting research. The APEX offering that relies heavily on the ‘online’ portion of ‘online-blended’ models is clearly something that is appealing to today’s high school student. The coursework, though limited in opportunities for peer and instructor interaction, provides a format that speaks to the needs and preferences of a group of learners that are clearly some of our most at-risk. This at-risk population is meeting with marked success while pursuing graduation via this vehicle. Perceptions were very one-sided; clearly students have an affinity for offerings that allow them to demonstrate prior knowledge in order to save time, demonstrate learning using technology, and interact as they choose with their peers and instructors.