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Teacher Perceptions of Virtual Credit Recovery Program Equivalency

Teacher Perceptions of Virtual Credit Recovery Program Equivalency

Richard J. Vigilante Jr.
Copyright: © 2019 |Volume: 9 |Issue: 1 |Pages: 23
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781522565901|DOI: 10.4018/IJVPLE.2019010102
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MLA

Vigilante Jr., Richard J. "Teacher Perceptions of Virtual Credit Recovery Program Equivalency." IJVPLE vol.9, no.1 2019: pp.16-38. http://doi.org/10.4018/IJVPLE.2019010102

APA

Vigilante Jr., R. J. (2019). Teacher Perceptions of Virtual Credit Recovery Program Equivalency. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(1), 16-38. http://doi.org/10.4018/IJVPLE.2019010102

Chicago

Vigilante Jr., Richard J. "Teacher Perceptions of Virtual Credit Recovery Program Equivalency," International Journal of Virtual and Personal Learning Environments (IJVPLE) 9, no.1: 16-38. http://doi.org/10.4018/IJVPLE.2019010102

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Abstract

This article examines the equivalency of virtual credit recovery (VCR) programs as a viable alternative to earning back failed credits needed to graduate on time. Utilization of interviews and questionnaires assisted with collecting perspective data of 10 teachers facilitating the VCR program. Artifact analysis provided a third source of numeric data and allowed for triangulation of results. Data underwent thematic analysis and pattern matching, which led to the development of five main themes: (1) knowledge of students, (2) instructional design procedures, (3) facilitator communication and support, (4) instructional assistance, and (5) outcomes. Data analysis revealed the existence of both positive and negative learning experiences, both of which affect the overall equivalency of the VCR program. Although learning experiences varied in value, results indicated VCR programs provide an equivalent and viable alternative to earning back failed credits needed to graduate on time.

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