Date of Award
Winter 12-17-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Keri DeSutter
Keywords
Virtual Learning, Intervention, Direct Instruction, Hybrid
Abstract
Public education has always been thought of as being completed in a brick and mortar setting with students in desks and teachers at the front of the classroom. Students interact with their peers and learn through lecture and hands-on activities. This general understanding was quickly changed in the spring of 2020 due to the Covid-19 pandemic. Schools had to shift from in person learning to online learning with little to no planning time. As schools began to transition back in the fall of 2020, school boards had to make the choice of continuing all virtual learning, creating a hybrid learning schedule, or transitioning to full in person learning. Several school districts throughout the country established a hybrid learning schedule with the option of full virtual learning for students that have an increased susceptibility to Covid-19. This led to the question of validity with virtual learning versus hybrid learning. There is limited research surrounding virtual learning in K-12 schools, but the literature surrounding virtual learning in post-secondary settings has shown positive outcomes for students. The ability to determine the effectiveness of targeted math instruction for students attending a direct instruction class twice a week during the Covid-19 pandemic has led to the development of this capstone project.
Recommended Citation
Lindmeier, Christina, "Student Success in Virtual Versus In-Person Learning During a Direct Instruction Math Intervention Course" (2020). Dissertations, Theses, and Projects. 429.
https://red.mnstate.edu/thesis/429
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons