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Experiences and Exit in K-12 Online Schooling: Reviewing the Literature

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Title: Experiences and Exit in K-12 Online Schooling: Reviewing the Literature
Language: English
Authors: Damon A. Sokolowski, Laura B. Perry, Rebecca Saunders
Source: Journal of Online Learning Research. 2025 11(2):203-226.
Availability: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Virtual Schools, Distance Education, Academic Achievement, In Person Learning, Parent Participation, Parent Attitudes, Satisfaction, School Choice, Enrollment
ISSN: 2374-1473
Abstract: While K-12 online distance education (ODE) continues to expand, demand-side factors contributing to its growth continue to be understudied. Student and parent experiences of online schooling have had growing attention, particularly during and post COVID-19, while research exploring exit factors remains scant. This literature review considers key theoretical constructs seeking to understand experiences of ODE and their contribution to retention or attrition. Student experiences in terms of academic achievement of online compared to traditional face-to-face schooling has some more of the more robust debate in the field, with mixed findings when contrasting large-scale studies to specific casestudies of online schools. The need for additional research on achievement and further nuance on measures used in studies is highlighted, as is the need for more studies to consider exit factors to create a fuller understanding of contributing factors to success (or failure) in online schooling.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481632
Database: ERIC
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  Data: Experiences and Exit in K-12 Online Schooling: Reviewing the Literature
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  Data: <searchLink fieldCode="AR" term="%22Damon+A%2E+Sokolowski%22">Damon A. Sokolowski</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+B%2E+Perry%22">Laura B. Perry</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Saunders%22">Rebecca Saunders</searchLink>
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  Data: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
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  Data: While K-12 online distance education (ODE) continues to expand, demand-side factors contributing to its growth continue to be understudied. Student and parent experiences of online schooling have had growing attention, particularly during and post COVID-19, while research exploring exit factors remains scant. This literature review considers key theoretical constructs seeking to understand experiences of ODE and their contribution to retention or attrition. Student experiences in terms of academic achievement of online compared to traditional face-to-face schooling has some more of the more robust debate in the field, with mixed findings when contrasting large-scale studies to specific casestudies of online schools. The need for additional research on achievement and further nuance on measures used in studies is highlighted, as is the need for more studies to consider exit factors to create a fuller understanding of contributing factors to success (or failure) in online schooling.
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Virtual Schools
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      – SubjectFull: Distance Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Parent Participation
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      – SubjectFull: Enrollment
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      – TitleFull: Experiences and Exit in K-12 Online Schooling: Reviewing the Literature
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