View in EDS

Design Principles for Effective Online Credit Recovery. EdResearch for Recovery Design Principles Series

Saved in:
Bibliographic Details
Title: Design Principles for Effective Online Credit Recovery. EdResearch for Recovery Design Principles Series
Language: English
Authors: Heinrich, Carolyn, Results for America, Annenberg Institute for School Reform at Brown University, Vanderbilt University, Peabody College, EdResearch for Recovery Project
Source: EdResearch for Recovery Project. 2022.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 8
Publication Date: 2022
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, COVID-19, Pandemics, Repetition, Required Courses, Online Courses, Instructional Design, Blended Learning, Class Size, Professional Development, Admission Criteria, Technology Uses in Education, Educational Technology, Vendors, Reading Difficulties
Abstract: This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Schools and districts are increasingly turning to online credit recovery as a strategy to help students make up coursework missed during COVID-19. Vendor-provided online credit recovery programs often do not accommodate the learning needs of students who read below grade level or require special academic supports. Online credit recovery often results in less learning and lower earnings than face-to-face credit recovery, even if students regain course credits. Design principles for effective online credit recovery are presented in this report.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED621882
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Schools and districts are increasingly turning to online credit recovery as a strategy to help students make up coursework missed during COVID-19. Vendor-provided online credit recovery programs often do not accommodate the learning needs of students who read below grade level or require special academic supports. Online credit recovery often results in less learning and lower earnings than face-to-face credit recovery, even if students regain course credits. Design principles for effective online credit recovery are presented in this report.