Running Head: COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS

Comparison of Resources Used by Traditional and Distance Education Secondary Students November 6, 2011 LIS 239: Research and Evaluation Methods Nicole A. Husbands St. John's University

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS

Abstract Increasingly, parents are choosing a distance education environment for their children attending high school. In this study, a survey of students who attend online high schools will be assessed to determine what sources they use to complete academic assignments. To have a control group to determine if the online students' behavior is typical, one traditional high school will partake in the study as well. The results of the study will be compared to provide a picture of one aspect of the information seeking behavior of this demographic. The results of this study are intended to contribute to the gap in literature centered around high school students enrolled in distance education. keywords: secondary students, high school students, distance education, information seeking behavior, resource

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS

Comparison of Resources Used by Traditional and Distance Education Secondary Students Introduction There is a growing population of students logging on instead of going to a building to attend classes. This population does not only include adult students but also students enrolled in kindergarten through high school. According to a statistical analysis released by the National Center for Education Statistics the number of students enrolled in distance education rose from 317,070 in 2002-03 to 506,950 in 2004-05 (Greene, Lewis & Zandberg, 2008). For the 2009-10 school year, 12% of participating school districts had the capability to deliver all of the course work needed to graduate high school in a distance format (Coopersmith, Lewis & Queen, 2011). In the era of overcrowded classrooms and teaching-to-the-test curriculum, distance education offers parents an individualized education opportunity. Students can navigate the material at their own pace and the instruction can be tailored to meet their needs. In Pennsylvania, the Department of Education funds certain students who are enrolled in cyber charter school. The students must be supplied with technology that will equip them to participate in the online curriculum (Watson, 2005). This study will use the terms distance, virtual and online interchangeably as a descriptor of the term education. All of the potential combinations will refer to an educational environment which delivers instruction using technology: for example, a school using Moodle to deliver course content or recordings of the teacher. The United States Department of Education defines distance education as a credit-granting series of courses that are technologically-delivered with the instructor not present (Coopersmith, Lewis, & Queen, 2011). The curriculum can be delivered both in a synchronous and asynchronous manner. Synchronous learning is defined as real time, which means the students must be online and interacting while the instructor is teaching, while asynchronous learning allows students to access the material and submit assignment by the due date but at their own time and pace (Coopermith,

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS Lewis, & Queen, 2011). Traditional schools are classified as having a communal building in which instruction is given by teachers and where students are physically present. Though there are many students enrolled in kindergarten through eighth grade in virtual

schools, the focus of the study will be on high school students; this population will have more complex research needs than those of elementary and middle school students. Thus, focusing on the high school demographic will give more opportunities to survey the behavior in question. This study is not going to delve into the efficacy of distance education, rather its intention is to compare online students' choice of information sources to those of students who are enrolled in a traditional high school. Research has been done examining the information seeking behavior of undergraduate and graduate students in both traditional and distance education environments. Traditional high school students have participated in studies about their information seeking behavior. There is a lack of research focused on the information seeking behavior of high school students enrolled in a virtual high school. This study intends to focus on one aspect of what encompasses information seeking behavior. The purpose of this study is to examine what sources are used by students enrolled in a virtual high school. To determine if their choices are atypical, students from a traditional high school will also be examined. The traditional students will provide a base line to compare the distance education students. A portion of the study will gather information about the resources provided by the school which the study participants attend. Depending on the findings of the study, many groups' policies should be reexamined to assist the unique needs of students enrolled in virtual high schools. The online high school may have to incorporate research skills into the curriculum to give students a basic knowledge of navigating information effectively. Schools may have to employ a librarian to be embedded into the classes as a service for the students. The schools may have to partner with local libraries to offer their students assistance. There could be other implications of the student's research habits that are unforeseen.

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS Literature Review

Sudin and Francke (2009) examined part of Lev Vygotsky's socio-cultural theory in relation to students' information practices. A part of the issue they addressed is how students assess the credibility of sources as is determined by the community of that student (Sudin & Francke, 2009). Using this context, an online student's behavior should be different than that of a student in a traditional high school. The educational environment of an online high school and a traditional high school are markedly different, thus fostering different standards within their respective communities. Sudin and Francke (2009) also describe Patrick Wilson's theory of cognitive authority in which people rely on the opinions of cognitive authority figures for the evaluation of informational sources. In order to be a part of a school community, there must be an acceptance on the part of the students of what the school views as cognitive authority (Sudin & Francke, 2009). Thus, the students should have the same standards of information as the school. This standard is transferred in a school setting; again, the differences between traditional and virtual high schools affect the school environments differently. In the meta-analysis of the studies examined, the concept of a community of learners emerges as well (Dresang, 2005). Liu and Yang (2004) conducted a study that surveyed graduate students enrolled in distance education programs. In the past, convenience has been the main reason student used information sources other than their educational institutions library (Liu & Yang, 2004). Therefore the resources offered by the schools as part of distance education in the study must be similar. There is lack of awareness of the library resources available for undergraduate student (Kelley & Orr, 2003). Students in a traditional classroom are more likely to visit the library but there is still an overwhelming tendency to use free web to access information (Kelley & Orr, 2003). However, the author never concretely defines what free web actually consists of, therefore it is theoretically possible that it may include non-authoritative web pages as well as peer-reviewed open access

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS

journals. When it comes to tasks, youth are typically better at completing tasks that they initiate rather than ones that are required to fulfill academically (Dresang, 2005). However, according to the study conducted by Liu and Yang (2004), depending on what the area of research is, there is a greater reliance on the internet as the primary research tool. Seventy-three percent of those studying business and economics listed the internet as their primary research tool, as contrasted by those studying the humanities and social sciences with 42.9%, and 48.2% of the science and engineering students (Liu & Yang, 2004). Library resources were determined to more time-consuming to navigate and usability is an important factor in determining what sources a user consults (Kelley & Orr, 2003; Liu & Yang, 2004). With the growth of online publishing, distance education has greater access to online book versions (Needham & Johnson, 2007). However, students do not necessarily know about the resources that are available for their use ( Kelley & Orr, 2003). This lack of knowledge does not affect students confidence in their information literacy (Gross & Latham, 2008). Therefore they prefer to remain invisible to even virtual librarians (Johnson & Needham, 2007). This can affect the quality of information that can be used to complete assignments. Distance students enrolled in college often use local libraries to satisfy their informational needs to complete an assignment. (Mulvihill & Nickel, 2010). The continual rise in distance education is enhanced and perpetuated by the growth of technology that can be used by to deliver the coursework (Greene, Lewis & Zandberg, 2008). Distance education courses are offered by 39% of high schools (Greene, Lewis & Zandberg, 2008). In addition to completing high school entirely online, students use online courses for credit recovery, advanced placement, and dual enrollment in college, technical and vocational schools (Coopersmith, Lewis, & Queen, 2011). However, there is not a clear number of how many schools are entirely online. Related Methods of Research

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS Shenton (2009) discusses the methods of surveys, journal keeping and interviewing. The majority of the research that was conducted to examine the resources used by students are surveys (Bilal & Kirby; 2002; Blaylock & Newman, 2005;Kelley & Orr, 2003; Liu & Yang, 2004; ). The surveys are completed in different ways. Some are completed by mail, others completed over the telephone and some during class (Kelley & Orr, 2003). While only one of the studies examined provided the survey they used to conduct their research (Kelley & Orr, 2003), there is enough

information to compile a sufficient replication of the other questionnaire. Kelley and Orr's survey was an updated version of one used to conduct a similar study in 1996. Using the previous survey gave the current study a baseline. Achieving the baseline is replicated in the proposed study by conducting a parallel study in a traditional high school. One study observed and interviewed students, which is a valuable method to receive feedback that can be omitted by a strictly survey method (Sundin & Francke, 2009). Another used interviews and journals to gather qualitative information (Bilal & Kirby, 2002). As for the sample size, 13% of the population of each student body was determined large enough to be generalized, though the participation of as many students as possible would be ideal (Kelley & Orr, 2003). While it would be preferable to use many different methods, certain limitations, which will out outlined in the next section, mean surveys will be the only instrument used to gather data. Research Design Limitations Before delving into the methodology of research design, the limitations of this study must be explored. Foreseen limitations include sample size, data collection methods and the population explored. When the study is conducted, this list may grow to include factors that are not apparent until the methods are applied. Challenges may arise while analyzing the data as well, and will be added to the current list of limitations.

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS

Using one virtual high school and one traditional high school limits the amount of participants in the study. Having a small sample size may make generalizing the findings of this study difficult to compare to information regarding the larger population of educational institutions. This study can be replicated within different geographic regions and with a larger participant pool in order to gather better data. However, the lack of resources limits the scope of the survey to compare two high schools. In this study, the target population are high school students who are enrolled in a virtual high school meaning their coursework is administered exclusively online. The baseline line for comparison, are students who attend a school that does not have an online class component. However, limiting the study to these two groups means the traditional students cannot truly be representative of all high school students. There are students who are enrolled in online courses in addition to attending classes at a physical building. There are schools that bring students together in a building while all of the course work is delivered online. In order to analyze the data effectively, the variables had to be limited, thus the two groups which do not overlap in coursework administration methods were chosen. The chosen instrument for data collection is a survey, however ideally there would be mixed methods such as observation while completing tasks or interviews. In addition to the lack of resources to complete this component of the study, there is also the issue of when and where this would take place. The traditional students are in a centralized location which would enable the additional methods to be administered to gather data. However, with the varied locals of the virtual students, it would be difficult to complete observations. Additionally, more questions arise on where this would occur. It would be obtrusive to solicit invitations to a virtual student's home in order to observe them. Issues of transportation and convenience on the part of the participants would arise if they were asked to meet the researcher in different locations. With technology, there is the possibility that some alternative methods could be completed remotely, however that depends on the technical skills of the participants and their willingness to download software onto their computers.

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS Methodology Two charter schools in Pennsylvania will be selected to participate in this study. The virtual

high school must be an accredited high school with more than 1000 students enrolled. All of the classes that are required for graduation must be delivered using technological means. The traditional high school must be an accredited high school with an enrollment of more than 1000 students. Using the guidelines set forth by Kelley and Orr (2003), the minimum student participation would be 130 from each school. No classes may be given online at the traditional institution. After obtaining the participation of the two high schools that meet the criteria, the participants in the study will be any of the students, and their parents, who have consented to be a part of the study. Thus, administering to the willing segment of all of the students in the selected schools would be non-probability sampling, more specifically convenience sampling. A cross-sectional survey will be administered to the participants through a link that is sent to their email and a three-digit code which they will use to complete the survey. The code was created using a Research Randomizer, an online random number generator, two sets of three hundred random integers between 100 and 999 will be generated. No number will be repeated and the numbers are listed non-sequentially, thus creating a unique code for each participant. One set of integers will be assigned for the virtual group and another for the traditional. Each email address will be assigned to a a number which will have to be entered in order to complete the survey. The code is meant to add another layer of anonymity to the survey. The survey is a modified version Liu's & Yang's (2004) for graduate students. The wording has been changed, some items will be added and some removed to better assess secondary students. The original survey was modified to warrant a pretest to ensure clear wording and valid, reliable results. The pretest trial will consist of 8 students. In addition to questions about the information seeking

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS behavior of the students, the survey will also include general demographic questions. Demographic

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questions will be asked for more in-depth analysis if the researchers desire the information, however, this is not the focus of the proposed study. The survey will be emailed to participants along with the 3-digit code that will be assigned to their email. In order to complete the survey, the students will have to enter their code. The email assigned to the code will then be removed before the survey is sent. Therefore, it will prevent duplicate participants in the study. The survey will be sent a total of three times to increase the number of subjects who participate in the study. Ethical Considerations Consent must be given from multiple parties in order for this study to be successful. First, the chosen school must consent as an entity to allow the study to be conducted within their student body. Both the administration of the traditional and virtual school must agree to participate. After gaining the approval of the overarching institutions, the parents and the students subsequently must be contacted. In order for informed consent to be given, the participants must understand that the survey and completing it will not be detrimental physically or psychologically. An explanation of the study as well as a form for parents' consent and students' assent must be included, as well as a section for the submission of an email address. The privacy of participants will be protected by the numerical code that is assigned to the email address. When the data is analyzed, the answers will be associated with the code rather than the email address of the participant. Additionally the demographic information gather from the study will be not be analyzed in such a way that it would identify an individual from their characteristics. They have to choice to abstain from participating in the study at any point. The participants are not obligated to continue in any way and they will not be coerced to proceed.

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS Contributions of the Research There is a growing demographic of secondary students who are participating in distance

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education. Thus, it is important for more research to be devoted to this emerging manner of education. There is a significant gap in the existing research pertaining to the information seeking behavior of the high school students enrolled in virtual high schools. Most of the literature and research available pertains to the undergraduate and graduate students. It is suggested that the existing be examined and adapted to better assess secondary students. There are opportunities to continue the research in this area using more qualitative methods of data collection. This study can be replicated using different populations including students engaged in a mixture of online and in school classes. The study can be expanded to include other grades that are also engaged in online learning. Other aspects can be added to the study to include information about what resources are accessed. What sources a student accesses to answer a question is just one aspect of information seeking behavior. This study intends to contribute to the research on the information seeking behavior of online high school students. This gives future studies a baseline to compare to as well as a platform for future studies. Much research needs to be done to create a greater pool of research so that administrators of such programs can make informed decision of the best practices related to virtual high schools. Other than the future research opportunities and contribution to literature concerning distance education, the results from this study can affect the curriculum of the virtual high school that participated in the study. They may be restructured to offer research support for their students. It may also be generalize to other school sharing the online format as well. There is a possibility that the participating traditional schools may understand their own students strengths and weaknesses in terms of research skills.

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS Online education is not a trend therefore it must be taken seriously by researchers. Gaps in

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literature must filled to better assist those who are involved with these programs. The intention of this research study is to give a basic understanding of the sources are used by high school students enrolled in virtual schools. These resources will be compared to those of a student in traditional school. Both schools will be assessed to determine what tools they provide the students to fulfill the needs of their assignment. The results may also lead the participating schools to examine the material that they provide for their students. High school is an important stepping stone for those wishing to be pursue higher education. Scholarly research can begin then before students enter the halls of the higher education. With this in mind, the philosophical goal of this research is to impact pedagogy on virtual schools to encourage information literacy amongst its students.

COMPARISON OF RESOURCES USED BY SECONDARY STUDENTS References Archibald, A., McGregor, J., Sullivan, J. &Williamson, K. (2007). Information seeing and use by secondary students: The link between good practice and the avoidance of plagiarism. School Library Media Research, (10). Becker, C.H. (2009). Student values and research: Are millennials really changing the future of reference and research?. Journal of Library Administration, 49(4), 341-364.

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Bilal, D., & Kirby, J. (2002). Difference and similarities in information seeking: Children and adults as web users. Information Processing and Management, 38(5), 649-670. Blaylock, T.H., & Newman, J.W. (2005) The impact of computer-based secondary education. Education, 125(3), 373-84. Coopersmith, J., Lewis, L., & Queen, B. (2011). Distance education course for public elementary and secondary school students: 2009-10. Department of Education. Retrieved from http://nces.ed.gov/pubs2012/2012008.pdf Dresang, E.T. (2005). The information-seeking behavior of youth in the digital environment. Library Trends, 54(2), 178-196. Francke, H., & Sundin, O. (2009). In search of credibility: Pupils' information practices in learning environment. Information Research. Retrieved fro http://InformationR.net/ir/14-4/paper418.html Greene, B., Lewis, L., & Zandberg, I. (2008). Technology-based distance-education courses for public elementary and secondary school students: 2002-03 and 2004-05, A statistical analysis report. Department of Education. Retrieved from http://nces.ed.gov/pubs2008/2008008.pdf Gross, M. (2009). Youth information needs and behavior. In Encyclopedia of Library and Information Sciences. Retrieved from http://dx.doi.org/10.1081/E-ELIS3-120043249. Gross, M., & Latham, D. (2008). Broken links: Undergraduates look back on their experiences with information literacy in K-12 education. School Library Media Research, (11). Jenkins, C. (2000). Far out learning. School Library Journal, 46(2), 46-49. Johnson, K., & Needham, G. (2007). Ethical issues in providing library services to distance learners. Open Learning, 22(2), 117-128. Kelley, K. B., & Orr, G. J. (2003). Trends in distant student use of electronic resources: A survey. College and Research Libraries, 64(3), 176-190. Liu, Z., & Yang, Z.Y. (2004). Factors influencing distance-education graduate students' use of information sources: A user study. Journal of Academic Librarianship, 30(1), 24-35. Mupinga, D.M. (2005) Distance education in high schools: Benefits, challenges, and suggestions. The Clearing House, 78(3), 105-108. Mulvihill, R.G. & Nickel, L.T.(2010). Serving unaffiliated distance learners: Strategies that work. Journal of Library and Information Services in Distance Learning, 4(3), 87-95. Sheton, A. K. (2010). Etic, emic, or both?: A fundamental decision for researchers of young people's information needs. New Review of Children's Literature and Librarianship, 16(1), 54-67. Todd, R.J. (2003). Adolescents of the information age: Patterns of information seeking and use, and implication for information professionals. School Libraries Worldwide, 9(2), 27-46.

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Watson, J. (2005). Keeping pace with K-12 online learning: A review of state-level policy and practice.

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