Date of Conferral







Darci J. Harland


Although the number of high school students taking online courses for an initial course or credit recovery (CR) is growing, it is not clear why at-risk students are not successful in blended CR courses. The purpose of this qualitative multiple case study was to explore teachers’ perceptions and students’ experiences related to at-risk students’ motivation in blended CR courses. Keller’s ARCS model of motivation for instructional design provided the framework for the study. Data were collected from interviews with 2 teachers, 5 students and from 2 school sites, face-to-face classroom observations, and online CR curricula. Data were analyzed through a priori coding and cross-case analysis aligned to the conceptual framework. Findings showed at-risk high school students’ experiences related to motivation in blended CR courses were influenced by their attention being captured, finding relevance in the course, experiencing confidence while completing tasks, and finding satisfaction (internally and externally) throughout the course. Findings may provide school districts with information related to motivational strategies in CR courses. Findings may also provide an increased understanding of what motivates high school students in these courses and how teachers can better support at-risk students.