Cyber-Truancy: Addressing Issues of Attendance in the Digital Age

Autor/inn/en	Archambault, Leanna; Kennedy, Kathryn; Bender, Stacy
Titel	Cyber-Truancy: Addressing Issues of Attendance in the Digital Age
Quelle	In: Journal of Research on Technology in Education, 46 (2013) 1, S.1-28 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2013.10782611
Schlagwörter	Truancy; Attendance Patterns; Online Courses; Distance Education; Educational Legislation; High Schools; School Policy; Law Enforcement; High School Students; Middle School Students; Case Studies; Semi Structured Interviews; Deans; Program Effectiveness; Minnesota + Suchen Sie Ihr Suchwort? Schulabsentismus; Schulschwänzen; Schulverweigerung; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Bildungsrecht; Schulgesetz; High school; Oberschule; Schulpolitik; Gesetzesvollzug; High schools; Student; Students; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Case study; Fallstudie; Case Study; Dean; Dekan
Abstract	Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging on, completing lessons, and "attending" classes in an online setting. This article describes how attendance and truancy laws apply to online students and explores the notion of cyber-truancy. Within the context of Minnesota Virtual High School, one of the first schools to develop online attendance policies, we explore the impact and significance of enforcing cyber-truancy policy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01