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2006 AERA Annual Meeting
Friday, April 7- Tuesday, April 11, 2006
San Francisco

Is Student Engagement Important to Student Success?
Lessons From the Cisco Networking Academy

Scheduled Time: Saturday, April 8, 11:25am - 12:05pm,
Building/Room: Moscone Center West / 3rd Floor, Room 3005

*Ali Korkmaz
Thomas M. Duffy
Alan Dennis
Hasan Cakir
Joanne C. Bunnage
Barbara A. Bichelmeyer

The Cisco Networking Academy is one form of blended learning which combines centralized curriculum and standards-based testing delivered over the Internet with local instruction. This program exerts strong control over the content but leaves the pedagogy of teaching to local instructors at each school. This study examines the relationship between student engagement behaviors and student academic success in the CNA ( Cisco Networking Academy) blended learning environment. The premise of student engagement is that what matters most to achieve desired outcomes is what students do, not who they are. This study explores: whether increased student engagement is related to greater student achievement, and what types of student engagement activities are related to greater student achievement when student and school characteristics are taken into consideration.

Student Achievement in a Blended-Learning Environment:
Lessons From the Cisco Networking Academy

Scheduled Time: Monday, April 10,
8:15am - 10:15am
Building/Room: Marriott San Francisco / Golden Gate Hall, Section A3

*Barbara A. Bichelmeyer
Alan Dennis
Hasan Cakir
Thomas M. Duffy
Ali Korkmaz
Joanne C. Bunnage

This paper examines the student, program delivery and school factors that influenced student achievement in the Cisco Networking Academy. The Academy uses the Internet to distribute a centrally developed curriculum and standards-based online testing, and combines that with local instructors who teach classes to students. This study, conducted with 10,371 students at 1,651 schools, found that individual student ability, gender, age, and motivation were the most important influences on student achievement. Instruction quality was also important, but unlike prior studies, the impact of school level factors was small. We conclude that this combination of centralized curriculum, standards-based testing, and local instruction worked equally well in a variety of environments and enabled students to reach their own potential.

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