Date Approved

2012

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department or School

Leadership and Counseling

Committee Member

James Berry, EdD, Chair

Committee Member

David Anderson, EdD

Committee Member

Nancy Copeland, EdD

Committee Member

Gary Marx, EdD

Abstract

In distance education via videoconferencing, students at classroom remote sites learn without the physical presence of their teacher and other classmates at the host site. As a result, the learning experience of remote site students differs from host site students. Therefore, instructional leaders should make every effort to minimize the adverse effects of videoconferencing on the learning of remote site students.

This study invited Advanced Placement and International Baccalaureate Diploma Programme remote site students who participated in videoconferencing to share their perspectives on the role of interactions on their learning. Specifically, this study explored the presence and strength of relationships between and among variables forged by videoconferencing technology. In effect, this study provides assistance to all instructional leaders, principals and teachers, who manage or facilitate videoconferencing in high schools in hopes of better serving their students. Furthermore, the study presented an idea of the type and quantity of Advanced Placement and International Baccalaureate Diploma Programme courses offered via videoconferencing.

A quantitative method of investigation was used. Data were collected nationally from voluntary participants, and results were analyzed using a variety of statistical measures. The dependent variable was the perception of student learning among the participants. Independent variables included two types of interaction, that is, learner-learner and learner-instructor (tutor), as well as group and class size, gender, and race.

Correlational analyses revealed statistically significant relationships between learnerlearner interaction and perceived student learning as well as learner-instructor interaction and perceived student learning. Multiple regression analyses further confirmed the previous findings. First, approximately 53% of the variance within perceived student learning in the sample was accounted for by interactions. Second, when combined with other environmental determinants (i.e., group and class size) and personal determinants (i.e., gender and race), only group and class size became an additional statistically significant predictor. Further analysis indicated significant moderation effects between interaction type and group and class size.

With these findings, a teacher or principal committed to promoting increased perception of student learning in Advanced Placement and International Baccalaureate Diploma Programme videoconferencing learning environments should regularly evaluate the extent to which productive interactions are occurring in the classroom.

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