This dissertation examined the factors that contributed to the high school students\u27 progress in a college-level, distance education course. Four high school students, two seniors and two juniors, were selected to participate in the study. They were simultaneously enrolled in high school and the college distance education course. The researcher in the study was also the instructor. Her lectures were presented to the students via prerecorded videotapes. The college course involved the use of three distance education technologies: video-based instruction, email, and the World Wide Web; A qualitative methodology using a multiple case study design was used in this study. The students were observed in two settings, the high school and the college campus. Data were collected for 15 weeks from January 1999 to May 1999 from multiple sources including field notes, classroom observations, student interviews, email messages, student test scores, and attendance records. A cross-case analysis identified several themes that were common across the four individual cases; Factors such as instructor support, facilitator support, and college support were factors that contributed to the students\u27 ability to complete the course. In addition, the use of video instruction offered flexibility, which enabled the students to pace their learning. Insufficient access to technology in the high school setting, outside influences such as employment, parenting, and social commitments, length of video lectures, and inconsistent course materials were factors that negatively contributed the students\u27 progress. In addition, various instructional strategies were identified for educators to use with high school students enrolled in courses that incorporate video-based instruction
