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Effectiveness of K-12 Online Learning
Englert, C. S., Y. Zhao, K. Dunsmore, N. Y. Collings, and K. Wolbers. 2007.
Scaffolding the writing of students with disabilities through procedural facilitation:
Using an Internet-based technology to improve performance. Learning Disability
Quarterly 30(1):9-29.
• Purpose: “To understand the potential of web based programs to support and
scaffold the writing performance of students with disabilities” (p. 9).
• Methods: Quasi-experiment. “An experimental and control group of students
planned and organized their ideas in order to write expository papers about selfselected
topics. The experimental group used a web-based environment that
scaffolded performance by prompting attention to the topical organization and
structure of ideas while students were in the situated act of composing their
papers. Control students used similar writing tools, but in traditional paper-andpencil
print formats” (p. 9).
• Findings: “Students in the web-based scaffolding condition produced lengthier
pieces and received significantly higher ratings on the primary traits associated
with writing quality” (p. 9). “These findings suggest the web-based software can
be designed to offer universally available supports to improve the performance of
struggling writers” (Abstract).
Rockman, S., K. Sloan, T. Akey, B. Farr, M. Pereira-Leon, J. Shapiro, and L. Clark.
2007. ED PACE final report. Submitted to the West Virginia Department of Education.
San Francisco: Author.
• Purpose: “The focus of the ED PACE research, conducted by Rockman et al.
from October 2003 through October 2006, was the implementation and impact of
West Virginia’s Virtual School Spanish program” (p. 1).
• Methods: “The study of student achievement used a quasi-experimental design
[matched samples] to determine how achievement among Virtual School Spanish
students compared to that of students who received instruction in face-to-face
Spanish classes, and whether participation in Virtual Spanish affected overall
student performance on West Virginia’s standardized achievement test” (p, 3).
• Findings: “Students in virtual classes performed as well as those in face-to-face
classes on the Spanish Assessment” (p. 71). “On the Spanish proficiency
assessment, students in virtual classes perform as well as their face-to-face peers
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