| dc.description.abstract | Virtual Learning Academy Charter School (VLACS) is a non-profit virtual public charter school in Southern New Hampshire that serves over 10,000 K-12 and adult learners, with nearly 400 students attending full-time in grades 9-12. With a 70% four-year graduation rate below the state’s 88% average, this project aimed to identify elements of the VLACS program model and instructor practices that contribute to or serve as barriers to course completion for its full time high school students. Grounding our work in Social and Academic Integration Theory, Self-regulation Theory, and User Experience Design Theory, we explored student engagement and support within online learning environments, development of self-regulation skills, and application of user-centered design principles to online learning. This study utilized a sequential mixed methods approach, incorporating empathy interviews with staff, analysis of school documentation, surveys of students and instructors, student focus groups, and instructor interviews. Key findings highlight the importance of instructor responsiveness and constructive feedback, the utility of the Canvas learning management system and support features such as pace charts and Tutor.com, the promotion of self-regulation skills, and the crucial role that the instructor-student relationship plays in facilitating course completion. Challenges identified include communication barriers, a desire for social connections, and user experience issues with technical support in Canvas. Recommendations include standardizing expectations and protocols for improving communication and responsiveness, fostering social and academic connections, supporting self-regulation skills, refining the Canvas user experience, and strengthening instructor-student relationships to improve student engagement and course completion. | |
