Program
Education Doctorate
Number of Pages
151
Year Approved
2025
First Advisor
Judith Nagel
Second Reader
Joni Burgin-Hartshorn
Third Reader
Sandra Pettingell
Abstract
This study investigates the dynamics of teacher-student communication and its impact on the academic success of students receiving special education services in grades 6–12 within an online school setting. With the growing adoption of online education, particularly after the COVID-19 pandemic, understanding how communication frequency, types of communication, and the mode of interaction (e.g. synchronous versus asynchronous) affect student outcomes is important. Grounded in the CoI Framework, this quantitative analysis examines the relationship between teacher-student communication and course passing rates for students receiving special education services. The analysis addresses three key questions: how the frequency, type, and mode of communication influence student success, while controlling for demographic variables. The results reveal that while the frequency of communication did not have a statistically significant impact, certain types of communication, particularly synchronous interactions, were positively correlated with higher course passing rates. Conversely, asynchronous communications were less effective in supporting academic achievement. Findings from this research provide actionable recommendations for educators and administrators on fostering effective communication strategies to enhance engagement and academic achievement in online school settings. By identifying best practices, the study aims to inform the design of inclusive and supportive learning environments, promoting success for students receiving special education services in online schools.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Castro, C. (2025). Special Education Student Success Factors for the Online K-12 Learning Setting [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1150
Terms of Use and License Information
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