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Instructional models of the past have evolved greatly since the advent of online technology. At present, academic arenas, across the globe, have experienced the benefits of remote access to information. Particularly, high school students are experiencing improved mobility because of the freedom of online course technology providers. Yet, with all these technical advances, there still exist the disparities of suspension, low grade point averages, and dropout rates among high schools students, especially within minority sectors of the public school system (Boykin, A. W., & Noguera, P., 2011). In response to these academic indicators, schools have employed the use of academic credit recovery programs. Academic credit recovery is a program that provides students the opportunity to “recover course credit, through in-school, online, or mixed modes, for classes they previously failed” (What Works Clearinghouse (ED), 2015). Academic recovery program is a service that, subsidized through district funding, district administration employs to facilitate their students’ course recovery needs. Course offerings are matched to meet that schools school curriculum plan.

Statement of Problem

Observational (Phenomenological) data has put into evidence on how the online learning process has made it easier for students work “flexibly” is not as productive for students who lack the self-independence to commit to their studies (Borup, J., 2016). Further researchers purport that computer-based courses allow individuals to work at their own pace and more however, there are drawbacks that have been associated with online learning that effect both teacher and student such as establishing a sense of presence (i.e. collaboration), motivation, training, workload and managing time (Borup, J., 2016, Capra, T., 2011).

Purpose of The Study

The need for achieving flexibility is one significant condition, which makes online technology course more beneficial than classroom learning. The study has discovered that online learning gives high school students newfound flexibility and choices for their personal development and learning. However, in the past, students could only gain formal academic qualifications only by participating in full-time courses. Currently, online course technology has given institutions opportunities to expand their reach and provided high school education on contact-partial, basis. Online learning does not need a lot of resources and constitutes excellent value for paid courses. Students benefit with greater flexibility and educational access to learning and qualify when they have lots of other personal commitments to handle. Comment by Anne Monroe: Cite sources. Comment by Anne Monroe: What study?

Furthermore, the study findings show that flexibility is an important benefit, but just as critical is educational access. In newly developed and developing nations online course technologies are becoming increasingly available. The internet delivers general information exposure to many individuals. However, online learning initiatives and academic courses are becoming more aware of the need of high school students from a background that is deemed to be disadvantageous (Carr, 2014). In this way, a student from these backgrounds has a much better chance to gain knowledge and develop than they used to be. Comment by Anne Monroe: Any time you state ‘study findings show’ then you MUST cite the sources that this references. Comment by Anne Monroe: Source?examples?

In some cases, high school students may want to have their personal tutors or unique type of education. Therefore, the need to personalize teachers and learning is another condition that makes online course technology more advantageous. The specific needs of individual high school learners can be accommodated by online course technologies more than face to face learning. As opposed to the widespread practice, when it comes to the creation of useful learning experiences and environments one size does not fit everyone. Even without considering the obvious difference in lifestyle, age, and background, high school learners come with a broad range of learning preferences, experiences, and skills (Franco & Patel, 2011). With the extraordinary progressions in interactive technology, online learning environment lends itself well to the errand. However, it is hard to address this kind of diversity in the face-to-face classroom. Comment by Anne Monroe: According to? How? Comment by Anne Monroe: Why? Comment by Anne Monroe: What are your research questions?

Methods for the investigation

Qualitative research is the simplest analysis method which is applied in this study. Sources of qualitative data include; Comment by Anne Monroe: Word choice – no research type is ‘simple’. Comment by Anne Monroe: Before you get to the sources of data you need to explain or describe what type of qualitative design you are proposing (ethnography? Phenomenological? Case study? Grounded theory?)

Surveys

Whether the studies are conducted online or in person, the same questions are asked to respondents and responses analyzed. Surveys apply to a large group of people.

Observation

Observation may require that researchers count the number of students taking credit recovery programs, and the times the phenomenon under study occurs (Farrington, C. A., 2009).

Use of secondary data

Institution records can be used to ensure that information on the aspect under consideration is obtained, comparisons made and analysis effectively done.

There are seemingly endless assortments of online course technologies. However, by carefully choosing among them e-learning materials and activities can be tailored to optimize personal styles of learning. For example, as discovered in the study mind-mapping technologies provide opportunities for visual high school learners to chart their ideas and thought. Moreover, the findings state that podcasts perform extremely better for auditory students. It is equally important to understand that there exist sophisticated online systems of learning. These frameworks spontaneously adapt teaching methods and course content and reflect the pace at which high school students can master the concepts (Pettyjohn, 2012). Therefore, this better equips e-learners with links between their experiences and what they want to learn. Comment by Anne Monroe: This section should speak to your participants and the ways in which you plan to collect and/or analyze data.

Exploitation of many technologies used to connect and collaborate with one another has caused quality online education to move the focus from passive instruction to active learning. For many years, students and teachers have put great stock in passive tools of learning like textbooks and lectures. Therefore, high students are relegated to notes taking, memorizing the important things for exams. Once it is over, most of them forget what read and heard. However, researchers argue that when students connect and collaborate with others they not only gain more knowledge but also retain what they learn longer. Taking advantage of the interactive technologies used by people in their daily lives can lead to the creation of collaborative virtual communities and environments that make it easier for high school students to reinforce valuable career skills and acquire relevant knowledge (Means, Penuel & Padilla, 2001).

For instance, as the study suggests, the webinars. These online seminars allow the student to connect with recognized experts around the world. Moreover, incorporation of the recent video and audio conferencing software allow webinars to promote ongoing and active exchange among participants and presenters. In the same way, platforms of social networking have led to increasing in online communities of practice. In this case, like-minded professionals come together to solve problems, share resources and generate knowledge.

Expected findings from this mock study Comment by Anne Monroe: This section should address what you think you will find as a result of your study – as it reads right now it is more about the general literature on the topic.

There is a direct relationship between the increased effectiveness of online credit recovery and the pressure that institution administrators are subjected to with regards to the growth in graduation rates. A lot of graduates have flocked the employment segments. The pressure advanced to the administrator may not yield positive results in the long run. Administrators may just end up using credit recovery programs in more creative ways to enable them to meet the needs of the students who have already failed. There is a need to be consistent with the implementation of curriculum development programs. This way both students will be aware of the consequences in case required grades are not attained. Comment by Anne Monroe: Is this something you have found in the literature?

Unprecedented opportunities, for students to learn by doing things under real-time and real-world conditions, are offered by well-designed virtual environments. High school football players do not successfully learn how to run a touchdown by listening to a lecture or reading a book. Running a touchdown is learned by doing it recurrently, against many diverse adversaries and under different field conditions with a lot of responses from the coach and teammates as well. It happens in the same way for any aspiring professional and this is the reason why so-called authentic learning experiences such as internships and apprenticeships are valued.

However, in an interconnected world with more and more intricate issues to talk about it may be hard for these in-person experiences to come by. In this way, online teachers or instructors are in a rush to develop virtual facsimiles by use of various digital tools and technologies. Multi-player video games and simulations immerse high school learners into role-playing exercise and problem-based activities that are focused on the development of the skills needed to be a successful practitioner in the field (Boykin & Noguera, 2011). Moreover, it is important to comprehend that online course technologies help in addressing the obvious risk factors related to a real-life situation like public health training for disaster response or military preparation for battle.

Furthermore, online course technologies offer a unique opportunity for high school network security professionals, scientists, and engineers to experiment from a distance, utilizing state-of-the-art equipment, real-world scenarios, and hands-on applications. Remotely located smart sensors also provide the ability to access actual data sets, which are produced under authentic conditions. Students can use them to conduct investigations in the field of practice.

Conclusion

In conclusion, the case for online courses is growing stronger because as technology advances there is rise to new professional disciplines. New high school course like digital communications, cyber security and bioinformatics are apparently taught online. Conventional fields such as nursing, economics and accounting need a cumulative amount of digital literacy. Away from that, students who are native to online courses will be lobbying for better control over learning process, as the demand for cost-effective and expanded opportunities for learning will be fueling the new generation of online providers. However, in the long run, quality will surpass control, affordability, and convenience as online education's main selling point, leading it directly into the mainstream of high school learning.

References

Capra, T., Prof, and Vol. 7, No. 2, June 2011. "Online Education: Promise and

Problems." Online Education: Promise and Problems 7.2 (2011): 288-93. Jolt.merlot.org. MERLOT Journal of Online Learning and Teaching, Jan. 2011. Web. 4 Aug. 2016. <http://jolt.merlot.org/vol7no2/capra_0611.pdf>.

Boykin, A. W., & Noguera, P. (2011). Creating the opportunity to learn. [electronic resource] :

moving from research to practice to close the achievement gap. Alexandria, Va. : ASCD, c2011. Carr, S. (2014). Credit Recover Hits the Mainstream. Education Next, 14(3), 30-37.

Borup, J. (2016). Teacher Perceptions of Learner-Learner Engagement at a Cyber High School.

International Review Of Research In Open & Distance Learning, 17(3), 231-250.

Farrington, C. A. (2009). Making sense of f's: How high schools shape students' interpretation of

and responses to failure. Dissertation Abstracts International Section A, 70, 134.

Franco, M. S., & Patel, N. H. (2011). An Interim Report on a Pilot Credit Recovery Program in a Large, Suburban Midwestern High School. Education, 132(1), 15.

Means, B., Penuel, W. R., & Padilla, C. (2001). The Connected School: Technology and Learning in High School. Jossey-Bass, Inc., 989 Market St., San Francisco, CA 94103- 1741.

Pettyjohn, T. J. (2012). Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery.

What Works Clearinghouse (ED). (2015). Credit Recovery Programs. What Works

Clearinghouse Intervention Report. What Works Clearinghouse. Retrieved from eric. (What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: [email protected]; Web site: http://ies.ed.gov/ncee/wwc)