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0.0 Executive Summary
In an effort to meet the growing demands for a technologically advanced society,
Governor Rick Scott signed and passed House Bill 7306, the Digital Learning Law. As a
result of this initiative, all students entering ninth grade in the 2011-2012 school year and
after must complete at least one course through online learning to satisfy the 24 credit
hour requirement for high school graduation (retrieved from
http://www.fldoe.org/eias/dataweb/tech/onlinegrad.pdf). Students may satisfy this
requirement by completing an online course offered by the Florida Virtual School, an
online course offered by the high school, or an online dual enrollment course.
This report reflects students participation in one specific online K-12 public
school known as the Florida Virtual School, located in Orlando, Florida. The Florida
Virtual School Orlando is responsible for providing students with online education in a
variety of courses for grades K-12. Many virtual and home school students taking online
course programs are not meeting the requirements to complete an online course in this
subsection. To ensure every student enrolled in full-time or part time virtual instruction
has equal accessibility to completing online courses, we evaluated the process for
successful completion of an online course in order to maximize students opportunity to
satisfy the digital learning graduate requirement. This report outlines the efforts that
Florida Virtual School in Orlando are making to determine:
How to provide each student with equitable access to technology.
How to provide students with adequate access to online instructors and resources
for required course.
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How to support and assist students at risk failure in online learning
Scope of Analysis
In this era of digital learning, it is essential that students have the ability to complete
online courseware that is now more prevalent in colleges, technical schools and employee
instructional training. The online courseware interactive interface can be engaging to the
student and can be more effective in some cases than face-to-face classroom instruction.
Researchers have noted that the more students are engaged and energized in the learning
environment, the more motivated they are to achieve at or above their grade level.
Results Summary (Look at this below)
From August 2013 to November 2013 data was collected from online instructors at
Florida Virtual School to better understand factors that contribute to a students success
or failure in online learning. Survey data was analyzed and recommendations were made
based on the data obtained to improve students successful completion of the online
course requirement for high school graduation.
Create Computer Labs or Computer Hubs: establish additional computer labs
at the school sites or create computer hubs across the school districts is based on
the finding that some students do not have access to a computer or internet at
home, students may not have the technical skills for courseware and students may
require additional support from a teacher or tutor that may not be completely
available online.

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Protocol for Teachers to Follow if a Student Can Not Access a Computer at a
Nearby School: A protocol for teachers should be streamlined to ensure that they
are able provided all possible resources for their students to access the computer
and the Internet.
Live Tutoring Sessions and Collaborations Be Provided: Students who are not
as self-motivated or self-directed can attend live lessons and/or collaborations to
obtain guidance for course material. This may increase motivation and
understanding of assignments by students in order to complete class work.















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Table of Contents
0.0 EXECUTIVE SUMMARY2
1.0 INTRODUCTION...
1.1 CONTEXT
1.2 PROBLEM STATEMENT AND PURPOSE
1.3 RATIONALE
2.0 METHODS.
2.1 SOURCES AND TYPES OF INFORMATION..
2.2 TOOLS AND TECHNIQUES
2.3 PROCEDURE
2.4 CONSTRAINTS
3.0 RESULTS..
3.1 QUANTITATIVE RESULTS FOR OPTIMALS
3.2 QUANTITATIVE RESUTLS FOR ACTUALS
3.3 QUALITATIVE RESULTS BASED ON REASONS
3.4 QUALITATIVE RESULTS BASED ON SOLUTIONS
3.5 QUALITATIVE RESULTS BASED ON FEELINGS
3.6 FACTORS
4.0 RECOMMENDATIONS..
4.1 CREATE COMPUTER LABS OR COMPUTER HUBS
4.2 PROTOCOL FOR TEACHERS TO FOLLOW
4.3 LIVE TUTORING SESSIONS AND COLLABORATIONS BE PROVIDED
5.0 REFERENCES
6.0 APPENDIX
6.1 APPENDIX A/FLVS ONINE TEACHER SURVEY
6.2 APPENDIX B/ IMPLEMENTATION BUDGET
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1.0 Introduction
In todays highly technical world, schools are stepping outside the traditional classroom
walls in order to provide students with more versatile ways to complete courses. Virtual
courses are quickly becoming a popular choice among students. Over 200,000 students
are currently enrolled in virtual courses through the Florida Virtual School. However, as
with any new adaption, some students taking virtual courses are facing difficulty
completing courses online. In 2010, students entering 9th grade are required to take an
online course in order to graduate high school, however it has been reported that 18% of
9th grade students taking virtual courses are unable to complete some virtual
courses. Therefore, our team has decided to conduct a Needs Assessment in order to
determine the reasons students were not completing online courses and provide a plan to
reduce the number of students unable to complete virtual courses.
1.1 Context:
Florida Virtual School is a public online virtual school for grades K-12 located in
Orlando, Florida. Florida Virtual School was founded in 1997 and was the first school to
offer Internet based education in the United States. Currently, there are 800 teachers and
over 200,000 students. Florida Virtual Schools mission is to deliver a high quality,
technology-based education that provides the skills and knowledge students need for
success.
1.2 Problem Statement and Purpose:
Statement
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It has been reported that nearly 18% of 9th grade students who are homeschooled via
partial virtual school or are virtual school students are unable to complete an online
course, yet all students entering high school by 2010 are expected to take and complete a
minimum of one course in an virtual classroom to graduate from high school.
Purpose
The purpose of this needs assessment plan was to identify reasons that a student may not
complete an online course or identify variables that would prevent a student from
successfully completing a course online, whether homeschooled or partial virtual
students. Further, the purpose of this plan is to assist online educators in their efforts to
help high school students satisfy the online course requirement for graduation.
1.3 Rationale:
There are varying factors that may contribute to a students success or lack of success in
the classroom, specifically in distance education. By conducting this needs assessment
plan, we aim to determine causes for the 18% of students who were unsuccessful in the
online learning environment and recommend any appropriate strategies or interventions
to improve the success rate of these online non-completers. Further, information gleaned
from this needs assessment plan could assist virtual instructors in their understanding of
reasons why students are unsuccessful in online courses, help them identify students at
risk for not completing online courses, and offer solutions for supporting and remediating
those students at risk of non-completion. Lastly, given the recent graduation requirement
to complete an online course, this needs assessment plan could inform district-wide
policies and practices in online learning.
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2. 0 METHODS
2.1 Information Sources and Types
This needs assessment plan included qualitative and quantitative data gathered from
direct and indirect sources. An interview protocol was developed to obtain information
from counselors, teachers, administrators, parents and students involved in the virtual
classroom. In additional, descriptive data such as grades, attendance records, courses
completed online, etc. were collected in order to further understand why some students
experience difficulty in the online classroom. The data collected will be used to enhance
the processes of teaching and learning in distance education, with specific implications
for students who experience difficulty or are at risk for failure in online learning. Below
is a description of the data sources that will inform this needs assessment plan:
Guidance Counselor(s)
Guidance counselors will be consulted to gain understanding of student backgrounds as
well as possible reasons for why students would not be able to complete online courses
due to external factors. Guidance Counselors will be consulted to determine the course
load and needs of the student.
Teacher(s)
Regular education, special education and resource teachers will be interviewed via
surveys to gain ideas about how to ensure that all 9th grade students have the same
opportunities to complete online courses. From their responses we will be able to
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determine what limitations and challenges students face that may put them at risk for
completing online courses. Teachers would be the Subject Matter Experts as to why
students have difficulty accessing online courses.
Administrator(s)
Administration will also be consulted as needed to gain additional insight. They will
provide input into how teachers can make accommodations within their online
courses. Administrators will also be questioned on their thoughts on a protocol that
teachers would use if students are having difficulty with accessibility to online courses
after teacher surveys are completed.
Student(s)
Relevant data regarding individual students success or lack of success in online courses
will inform this needs assessment plan. Data may include grades, attendance records,
number of courses completed online, test scores, etc.

2.2 Tools and Techniques
Data gathering techniques for this project included quantitative and qualitative
methodologies. Semi-structured interviews were conducted with teachers and
administrators in charge of facilitating online coursework. Additionally, a survey was
administered to teachers regarding their perception of their students success or lack of
success in the virtual setting. The survey included a Likert scale, as well as several open-
ended questions. Below is a detailed description of the tools and techniques utilized to
gather information for this Needs Assessment Plan:
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Extant Data Analysis
Teachers shared information regarding pre and post assessment data collected in their
online courses. Other quantitative data gathered in this project such as student grades by
subject area, attendance records and standardized test scores were included in the data
analysis plan.
Interviews:
A semi-structured interview protocol was developed and administered to teachers in the
Florida Virtual School. Teachers were asked to respond to items on a web-based survey
that addressed their concerns for teaching online, effective practices for teaching online,
and strategies for assisting students at risk for failure.
Peer Group:
The peer group for this needs assessment plan included online instructors involved in a
World History class, facilitated through Elluminate-the online program utilized by
teachers in the Florida Virtual School. Teachers were invited to share their perspective
regarding students success and/or lack of success in their online courses.












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Table 1: SOURCES, INFORMATION, and DATA GATHERING TOOLS. This
chart represents the sources, information types and data gathering tools/techniques.


Source Information
Type









Tools &
Techniques



Optimals Actuals Causes Solutions



Administrators X




X Consultation,
Data
Analysis:
Regular Ed
Teachers
X X X X Interviews,
Data
Analysis,
Peer Group
Guidance
Counselors
X X X X Consultation
Students


X X


Observations


2.3 Procedures
Table 2 depicts the required tasks. The table also indicates the schedule of the procedures
in order to accomplish each task. Since Susan Stone works at Florida Virtual School, she
has been deemed the Point of Contact between our team and the Florida Virtual
School. She will be communicating with employees within the Florida Virtual School
and gathering data from the school.



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Table 2: Schedule and Procedures
Task Lead Start
Date
Finish
Date
Develop Interview Protocol for
teachers
Connie/Team September
20
September
27
Create Survey Teacher Essex//Team September
20
October 1
Collect Extant Data Susan/Lauren/Team September 1 October 31
Conduct Web Survey Essex/Connie/Team October 1 October 31
Transcribe Interview Data Connie/Team October 1 November 15
Conduct Focus Group Meetings Team November. 1 November 15
Conduct Data Analysis Essex/Connie/Team November 15 November 30

2.4 Constraints
The purpose of this need assessment plan was to determine the factors that contributed to
high school students success or lack of success in online learning from their instructors
perspective. To gather data for this plan, we chose purposeful sampling as the primary
method for selecting teachers to complete the surveys. A survey was designed using
quantitative and qualitative items and then electronically mailed to 143 instructors in the
Florida Virtual School. Of the 143 surveys, 45 were completed and returned, which
presented a major limitation in the findings. It may have been beneficial to extend the
response timeframe and/or email a second request to participants to allow for additional
responses. Another constraint for this plan was the anonymity of surveys, which limited
the ability to clarify vague or incomplete responses. The survey results were also limited
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to online instructors at the Florida Virtual School. It would have beneficial to obtain
feedback from parents, administrators and other staff members regarding high school
students performance in online courses. Lastly, it would have been most beneficial to
survey high school students who are taking courses online and determine how they
themselves describe their success or lack thereof in online learning.
3. 0 Results


Beginning July 1, 2012, all students entering ninth grade are required to complete one
course online to satisfy Floridas high school graduation requirements. Meanwhile, nearly
18% of students enrolled Florida Virtual School, Orlando did not successfully complete
one or more online courses. This report outlines findings from a needs assessment plan
conducted with online instructors at the Florida Virtual School. The instructors had been
teaching online an average of four years and instruct approximately 100 students at a
time. Based on the findings and analysis of data, three major themes emerged. These
themes centered on issues of (1) technological efficacy, (2) equitable access to
technology and (3) availability of support and awareness of resources.
Technological Efficacy
Online instructors were asked to respond to items related to their level of preparedness to
teach online and their students level of preparedness to complete online courses. Eighty-
five percent of teachers surveyed felt that they receive adequate training, however, 55%
of the teachers expressed a need for additional training or professional development.
Regarding their perception of the students sense of efficacy, approximately 75% of
respondents believed that their students possess the technical skills and knowledge of
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hardware/software to complete an online course. Although the majority of teachers and
students appear to possess the technical skills to complete online courses, there exist a
need to provide ongoing technical support for students and teachers in digital learning,
particularly those students at risk for failure in the virtual classroom. According to
Crawford (2012) Instructors, need support beyond training in the pedagogy of online
instruction; online instructors need access to and training in appropriate technology
(p.3). The following table depicts the participants perception of their own efficacy and
the efficacy of their students.
Table 1: Online Instructors Perception of their own Technical Efficacy
Question Perception of online instruction Percentage of
findings
Responders
1 I received adequate training to teach in an
online environment.
0.85 44
2 I still need additional training or
professional development to teach online.
0.55 44

Table 2. Online Instructors Perception of Student Technical Efficacy
Question Perception of online instruction Percentage of
findings
Responders
3 The majority of my students are prepared to 0.75 44
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take an online course.
4 My students have the skills technical skills
needed to complete an online course.
0.59 44

Equitable Access to Technology
Access to technology is a paramount concern for schools and school districts to consider
when requiring students to complete courses online as a graduation requirement. One
major reason teachers stated that students do not complete an online course is limited to
no access to the Internet. While most of the students are able to obtain computer/internet
via FLVS (Florida Virtual Schools) loaner program, public or school library, teachers
still believed the school districts could do more to ensure students have equitable access
to technology and more options to access the internet throughout the school day.
Table 3. Online Instructors Perception of Access to Technology and Internet
Question Perception of online instruction Percentage of
findings
Responders
5 My students have access to appropriate
hardware/software required to take a class
online.
0.73 44
6 My students are knowledgeable of available
resources to assist with online learning.
0.82 44

Support and Resources
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Access to resources and online teachers was viewed as critical to students success in
digital learning. Only 59% of the respondents felt their students were knowledgeable of
the available resources, which could have serious implications for those students are
unaware of academic resources and online support. The respondents stated that many
students described the online coursework as difficult and that they do not have enough
time to complete course assignments. Access to additional resources and access to
support from tutors or teachers could prove beneficial for students who struggle or
require additional help. It is also interesting to note that the majority of respondents,
approximately 82%, felt that do not have adequate support from their administrators and
school districts to meet the needs of students in digital classrooms. And, while 84% of
respondents felt that their students demonstrated learning gains in the online courses, they
felt more needed to be done to enhance teaching and learning online. The following
charts depict participants perception of students knowledge about resources and support
for online learning.
Table 4. Online Instructors Perception of Support and Resources
Question Perception of online instruction Percentage of
findings
Responders
7 I have adequate support from my
administrators and district to teach online.
0.84 44

Insert narrative here.

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Table 5. Online Instructors Perception of Student Overall Achievement
Question Perception of online instruction Percentage of
findings
Responders
8 My students demonstrate learning and
achievement gains in online classes..
0.82 44
9 More needs to be done to ensure students
are successful in online classes.
0.82 44
10 I am pleased with my students
performance in the online environment.
0.78 44

3.1 Optimal Performance
Optimal performance of the 9 graders in the 2011-2012 school years is based on their
ability to complete an online course. The survey of online classroom instructors revealed
the need for training in online classroom. The level of performance is clearly shown to
increase in students who received computer training and participate in a tutorial prior to
taking an online course (should include a reference here).
3.2 Actual Performance
Areas critical to students achieving their goals and improving their online learning
outcomes define actual performance of the students in an online course. There were
numerous students who expressed challenges with online learning. Primarily, students
were experiencing difficulty completing the online course because they found the content
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too difficult, they felt they did not have enough time to complete course assignments,
they were unaware of resources and/or they had limited access to the internet at home.
3.4 Proposed Solutions
The potential solutions to the success of the online program were based on data gathered
through a survey/questionnaire administered through Survey Monkey. The data were
analyzed using Excel and elements of grounded theory development. One hundred
surveys and questionnaires were electronically mailed to online instructors at the Florida
Virtual School in Orlando. Forty-four of the 100 teachers responded to our request to
understand why students succeeded or failed in digital learning, from their perspective.
The respondents were teachers who had 4-6 years teaching online.
Based on our findings, the following solutions were deemed necessary to improve
teaching and learning in the digital classroom:
Ongoing training and professional development for teachers
Ongoing technical support for students enrolled in online courses
Supplemental software and resources for training for teachers and students
Create computer hubs/labs or alternative sites for accessing computers with
internet access during the school day
Increased support from school administrators and district personnel
Increased access to tutors, teachers or online instructors
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4. 0 Recommendations
The purpose of this report is to inform teachers and educational leaders involved in
digital learning at the Florida Virtual School in Orlando. In an effort to assist students
with completing the online course requirement for high school graduation, the following
recommendations were made to the Florida Virtual School- these recommendations are
based on findings from the needs assessment, which indicated that the majority of
students struggle in online courses because (1) they lack the technical skill set or
knowledge base to navigate online courseware, (2) they have no or limited access to the
computer or internet at home, (2) they have limited knowledge of resources to assist them
with online courses and they required additional support with online content and
courseware.
4.1 Ongoing Training and Virtual Protocol
Technical training for teachers and students was deemed necessary based on feedback
obtained from teachers in the needs assessment regarding their technical efficacy and the
efficacy of their students. Participants indicated that (1) they students often lacked
sufficient technical skills and computer knowledge to complete online and that (2) they
themselves could benefit from ongoing professional development and training. The
participants also recognized the need to establish a virtual protocol for all online
instructors to follow.
Description
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According to Dray (2011), Given the continued growth in online learning as well as
reports of high attrition rates in it, understanding student readiness for online learning is
necessary (p. 1).
Justification
Suggestions for Implementation
4.2 Create Computer Labs or Computer Hubs
Online instructors surveyed in this needs assessment plan felt that students often
experienced difficulty accessing technology at home and expressed a need for students to
have alternative access to computers and/or internet regardless of their virtual status,
either homeschooled or part-time virtual student.
Description
It is our recommendation for the state to create computer labs at each high school or
establish computer hubs across the state. These additional hubs would provide alternative
sites for students to access technology if unavailable at home. According to the Florida
Department of Education, districts have the option to (1) contract with the Florida Virtual
School or establish a franchise of the Florida Virtual School for the provision of a
program under paragraph (2) contract with an approved provider under subsection (2) for
the provision of a full-time or part-time program under paragraph (3) enter into an
agreement with other school districts to allow the participation of its students in an
approved virtual instruction program provided by the other school district (4) establish
school district operated part-time or full-time kindergarten through grade 12 virtual
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instruction programs under paragraph (b) for students enrolled in the school district (5)
enter into an agreement with a virtual charter school authorized by the school district
Students would have access to these labs during school hours. We also recommend hiring
a fulltime teacher or instructional staff member to monitor each lab and provide technical
support for students. The computer labs or hubs would allow more equitable access to the
internet/technology for all students enrolled in an online course.
Justification
Since it is a state requirement for all students to complete one course online for high
school graduation, schools must be mindful of the digital divide that exists in our state
and aware that many students have limited or no access to technology at home. The
internet and computers must be made available to students during the school day. By
creating additional computer labs or establishing computer hubs across the state, students
would have additional sites to access computers or the internet. And, students could
receive additional technical support by having a teacher or instructional staff member
present.
Suggestions for Implementation:
The Florida Virtual School could begin implementing the computer labs or computer
hubs by
determining specific sites or schools to house computer labs
providing a dedicated computer lab schedule for virtual and homeschool students
to access. Online teachers could then make their students aware of the computer
labs/hubs as an option to accessing their courses online.
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Hire and train teachers or instructional staff members to monitor labs
4.3 Support and Access to Resources for Online Learning
Participants felt that students could benefit from additional recourses and support when
taking courses online. This support is critical because the results indicated that students
often lack motivation, lack time management skills and often fail to understand online
course expectations and assignments, all of which may impact a students ability to
successfully complete a course online.
Description:
Virtual schools can provide additional tutorials (live or virtual) and encourage peer to
peer collaborations as an effort to support students in the online environment. Also,
virtual schools can offer more blended learning models which may be more suitable to
struggle in an exclusively online platform. In the blended model, the teachers can provide
online instructional, as well as face to face instruction at a school site.
Justification
Students who are not self-motivated or self-regulated can attend live lessons and/or
participate in peer collaborations to obtain additional support while taking an online
course. Such strategies could increase students motivation or connectivity to the online
classroom, as well as help increase their understanding of requirements and course
expectations online. According to Harnett (2011), Research shows that motivated
learners are more likely to undertake challenging activities, to be actively engaged, to
enjoy and adopt a deep approach to learning, and to exhibit enhanced performance,
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persistence, and creativity (p. 2). Additionally, having teachers present at school site
could provide the teacher immediacy that some students need to be successful in high
school. These face to face opportunities would allow teachers to further assess their
students strengths and weaknesses, as well as assist students who are struggling to
complete courses online. In the blended model, teachers could provide one on one and
small group live instruction along with immediate feedback and support.
Suggestions for Implementation:
The Virtual Schools in Florida could begin implementing support and access to resources
by:
Provide training for teachers using Skype, Adobe Connect, Google Hangouts etc.
as a means to provide live sessions to students.
Provide a site/location and criteria for online teachers using a blended or hybrid
model
Provide tutors and additional staff members to support students in the blended
model
Establish expectations and protocol for peer collaborations
Summary paragraph here:




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5.0 References


Crawford-Ferre, H., & Wiest, L. R. (2012). EFFECTIVE ONLINE
INSTRUCTION IN HIGHER EDUCATION. Quarterly Review Of Distance
Education, 13(1), 11-14.

Dray, B. J., Lowenthal, P. R., Miszkiewicz, M. J., Ruiz-Primo, M., &
Marczynski, K. (2011). Developing an instrument to assess student readiness
for online learning: a validation study. Distance Education, 32(1), 29-47.

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Florida Deparment of Education. (2013). General requirements for high
school graduation (1003.428). Retrieved from
http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&
Search_String=&URL=1000-1099/1003/Sections/1003.428.html.
Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in
Online Distance Learning Environments: Complex, Multifaceted, and
Situation-Dependent. International Review Of Research In Open And
Distance Learning, 12(6), 20-38.



Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in
Online Distance Learning Environments: Complex, Multifaceted, and
Situation-Dependent. International Review Of Research In Open And
Distance Learning, 12(6), 20-38.

























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6.0 Appendix

6.1 Appendix A/FLVS Online Teacher Survey

University of Central Florida
College of Education and Human Performance
EDF 6607: Planned Changed in Education
My Name is ____________ I represent Team ButterCup at the University of Central
College of Education Graduate program. We are conducting research on student
participation in online class programs as part of a class assignment for Planned Change in
Instructional Technology. I would like to thank you for your taken time to take part in
this valuable research.
Online Instructors Survey
5 = strong agree 4= agree 3 = Neutral 2= disagree 1= strongly
disagree
Part One: Perception of Online Instruction
1. I received adequate training to teach in an online
environment. 5 4 3 2
1
2. I still need additional training or professional development to teach online.
5 4 3 2 1
3. The majority of my students are prepared to take an online course. .
5 4 3 2 1
4. My students have the skills technical skills needed to complete an online
course. 5 4 3 2 1
5. My students have access to appropriate hardware/software required to take a class
online. 5 4 3 2 1
6. My students are knowledgeable of available resources to assist with online
learning. 5 4 3 2 1
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7. I have adequate support from my administrators and district to teach
online. 5 4 3 2 1
8. My students demonstrate learning and achievement gains in online
classes.
5 4 3 2 1
9. More needs to be done to ensure students are successful in online classes.
5 4 3 2 1
10. I am pleased with my students performance in the online
environment. .
5 4 3 2 1
________________________________________________________________________
Part Two: Please provide a brief response to the following questions.
5. Briefly describe the 3 major reasons why students state that they are unable to
complete an online assignment in your class?
6. What other type of assistance is available to students to ensure access to a
computer/Internet for online courses?
7. What type of assistance is available to students who struggle in your online courses?
8. Describe at least 2 resources or strategies that you feel would improve online learning
for your students?
9. Describe at least 2 resources or strategies that would improve your delivery of
instruction in the online environment.
10. Describe at least 3 things that you believe are going well in your online courses.
Supplemental Questions: Please answer the following questions:
1. How many students do you currently teach virtually?
a. 1-25
b. 25-100
c. 100-150
d. More than 150
2. What percentage of students do you estimate are unable to complete an online
course?
a. 0 - 25%
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b. 25-50%
c. 50-75%
d. More than 75%
3. On average, how many years have you been teaching online?
a. 0-2 year
b. 2-4 years
c. 4-6 years
d. More than 6 years
4. How many total classes have you taught online either through FLVS or another
organization?
a. 0-5 classes
b. 5-10 classes
c. 10-15 classes
d. More than 15 classes


6.2 Appendix B: Implementation Budget

The following budget is intended to assist the Florida Virtual School leaders in improving
educational outcomes for students enrolled in online courses. The budget is based on
findings and suggestions from data obtained in this
study.
GOAL: Enhance the education of high students in distance education courses by
providing ongoing professional development and supplemental training for online
instructors, adequate technological support for students, and opportunities for engaging in
research and assessment of online learning
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Appendix B. Implementation Budget
Objectives Cost FLVS
Benefit
Data Collection Materials/Supplies Total=$193


Purchase Survey Monkey (Registration Fee) 2 months @24 monthly=
$48.00
Implementation based on
FLVS instructor feedback
Purchase a Statistical Program (SPSS) $100 Thorough analysis of data
Printed Copies of Parent
Surveys/Questionnaires
300copies@.15=$45 Increases accessibility to
survey
Professional Development/Training Total =$29,380


Recruit 10 exemplary online instructors to
serve as trainers for new teachers at the
Florida virtual school
Stipend for 10 Trainers@
$2,000 = $20,000
Strengthen skillset and
support for novice
instructors
Offer Professional Development workshops
related to research-based practices for distance
education
Materials/supplies for
workshops
$5, 000/annual
Knowledge of best practices
in distance education
Support online teacher candidates coursework
leading to certification (20 scholarships
annually)
20 x $369 (one course per
year)= $4380
Most Current Knowledge
Technological Support and Supplies Total =$7,000


Provide 5 annual need based grants for
schools to purchase home computers
5 grants @ 1000.00 each=
$5000.00
increased accessibility to
technology
Offer stipend for Instructor to design and
monitor distance education Student Tutorial
$2,000.00 annual Pre and post assessment
data; increased student
readiness for e-learning





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