The Relationship Between Sense of Community, Course Performance, and Persistence in Community College Distance Learning Courses PDF Download
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Author: Pardess Mitchell
Publisher:
ISBN: 9781339455174
Category : Community colleges
Languages : en
Pages : 203
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Book Description
The purpose of this study was to determine if a relationship exists between sense of community, course performance, and college persistence in distance learning courses at a community college. Specifically, does sense of community improve course performance and college persistence? Course performance was measured using student self-reported end of semester grades. Furthermore, this study analyzed students short answer responses to help explain which distance learning classroom activities support sense of community. This correlational study was conducted at a community college in a large Midwestern suburb. Results from this study indicate sense of community has an impact on course performance, but not college persistence. Qualitative analyses show that student-instructor and student-student interactions are contributing factors that foster sense of community in the distance learning classroom. Recommendations for distance learning course development are discussed as well as recommendations for future research.
Author: Pardess Mitchell
Publisher:
ISBN: 9781339455174
Category : Community colleges
Languages : en
Pages : 203
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Book Description
The purpose of this study was to determine if a relationship exists between sense of community, course performance, and college persistence in distance learning courses at a community college. Specifically, does sense of community improve course performance and college persistence? Course performance was measured using student self-reported end of semester grades. Furthermore, this study analyzed students short answer responses to help explain which distance learning classroom activities support sense of community. This correlational study was conducted at a community college in a large Midwestern suburb. Results from this study indicate sense of community has an impact on course performance, but not college persistence. Qualitative analyses show that student-instructor and student-student interactions are contributing factors that foster sense of community in the distance learning classroom. Recommendations for distance learning course development are discussed as well as recommendations for future research.
Author: Christy M. Moroye
Publisher: IAP
ISBN: 1641130334
Category : Education
Languages : en
Pages : 358
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Book Description
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Author: Vincent P. Rodriguez
Publisher:
ISBN: 9781267019110
Category : College attendance
Languages : en
Pages : 276
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Book Description
Abstract: California Community College online enrollments are increasing significantly and colleges are being held accountable for online course persistence rates that are generally lower than traditional classroom persistence rates. As a result, community colleges need to gain a better understanding of why students are dropping out of online classes at a higher rate than students in traditional classroom courses. This study is secondary analysis of pre-existing data collected by a California community college. A cross-sectional design uses descriptive statistics, t-test, factor analysis, and logistic regression to identify differences between persisters and non-persisters, reliable factors that capture the online student experience, and variables or factors that may be used for predicting student persistence in online classes. By analyzing these data, this study may assist funding agencies, governing boards, and colleges in development of policy and practice to improve online persistence rates. Results show positive influences on online course persistence at this college are related to students' background characteristics and prior educational performance. Negative influences are primarily related to finance, socioeconomic factors, and being Black or African American, or Mexican or Mexican American. Non-persisters report more frequent use of college services and have higher perceived importance for college services than persisters. One of the most important findings from this study may be that students most at risk of dropping out of online classes at this college generally take advantage of college services and support more than students who do not drop out of online classes. However, even with the increased use of college services, these at risk students still drop out of online classes more than other students. Therefore, online persistence rates at this community college may have more to do with the students who enroll in online classes than the quality of instruction or support services.
Author: Michael Simonson
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 90
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Book Description
The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.
Author: Matthew K. Gold
Publisher: U of Minnesota Press
ISBN: 1452951497
Category : Education
Languages : en
Pages : 838
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Book Description
Pairing full-length scholarly essays with shorter pieces drawn from scholarly blogs and conference presentations, as well as commissioned interviews and position statements, Debates in the Digital Humanities 2016 reveals a dynamic view of a field in negotiation with its identity, methods, and reach. Pieces in the book explore how DH can and must change in response to social justice movements and events like #Ferguson; how DH alters and is altered by community college classrooms; and how scholars applying DH approaches to feminist studies, queer studies, and black studies might reframe the commitments of DH analysts. Numerous contributors examine the movement of interdisciplinary DH work into areas such as history, art history, and archaeology, and a special forum on large-scale text mining brings together position statements on a fast-growing area of DH research. In the multivalent aspects of its arguments, progressing across a range of platforms and environments, Debates in the Digital Humanities 2016 offers a vision of DH as an expanded field—new possibilities, differently structured. Published simultaneously in print, e-book, and interactive webtext formats, each DH annual will be a book-length publication highlighting the particular debates that have shaped the discipline in a given year. By identifying key issues as they unfold, and by providing a hybrid model of open-access publication, these volumes and the Debates in the Digital Humanities series will articulate the present contours of the field and help forge its future. Contributors: Moya Bailey, Northeastern U; Fiona Barnett; Matthew Battles, Harvard U; Jeffrey M. Binder; Zach Blas, U of London; Cameron Blevins, Rutgers U; Sheila A. Brennan, George Mason U; Timothy Burke, Swarthmore College; Rachel Sagner Buurma, Swarthmore College; Micha Cárdenas, U of Washington–Bothell; Wendy Hui Kyong Chun, Brown U; Tanya E. Clement, U of Texas–Austin; Anne Cong-Huyen, Whittier College; Ryan Cordell, Northeastern U; Tressie McMillan Cottom, Virginia Commonwealth U; Amy E. Earhart, Texas A&M U; Domenico Fiormonte, U of Roma Tre; Paul Fyfe, North Carolina State U; Jacob Gaboury, Stony Brook U; Kim Gallon, Purdue U; Alex Gil, Columbia U; Brian Greenspan, Carleton U; Richard Grusin, U of Wisconsin, Milwaukee; Michael Hancher, U of Minnesota; Molly O’Hagan Hardy; David L. Hoover, New York U; Wendy F. Hsu; Patrick Jagoda, U of Chicago; Jessica Marie Johnson, Michigan State U; Steven E. Jones, Loyola U; Margaret Linley, Simon Fraser U; Alan Liu, U of California, Santa Barbara; Elizabeth Losh, U of California, San Diego; Alexis Lothian, U of Maryland; Michael Maizels, Wellesley College; Mark C. Marino, U of Southern California; Anne B. McGrail, Lane Community College; Bethany Nowviskie, U of Virginia; Julianne Nyhan, U College London; Amanda Phillips, U of California, Davis; Miriam Posner, U of California, Los Angeles; Rita Raley, U of California, Santa Barbara; Stephen Ramsay, U of Nebraska–Lincoln; Margaret Rhee, U of Oregon; Lisa Marie Rhody, Graduate Center, CUNY; Roopika Risam, Salem State U; Stephen Robertson, George Mason U; Mark Sample, Davidson College; Jentery Sayers, U of Victoria; Benjamin M. Schmidt, Northeastern U; Scott Selisker, U of Arizona; Jonathan Senchyne, U of Wisconsin, Madison; Andrew Stauffer, U of Virginia; Joanna Swafford, SUNY New Paltz; Toniesha L. Taylor, Prairie View A&M U; Dennis Tenen; Melissa Terras, U College London; Anna Tione; Ted Underwood, U of Illinois, Urbana–Champaign; Ethan Watrall, Michigan State U; Jacqueline Wernimont, Arizona State U; Laura Wexler, Yale U; Hong-An Wu, U of Illinois, Urbana–Champaign.
Author: Martina Lee Stovall
Publisher:
ISBN:
Category :
Languages : en
Pages : 460
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Book Description
Author: Howard, Caroline
Publisher: IGI Global
ISBN: 1591405548
Category : Law
Languages : en
Pages : 2418
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Book Description
"This encyclopedia offers the most comprehensive coverage of the issues, concepts, trends, and technologies of distance learning. More than 450 international contributors from over 50 countries"--Provided by publisher.
Author: Mimi Benjamin
Publisher: John Wiley & Sons
ISBN: 1119065135
Category : Education
Languages : en
Pages : 112
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Book Description
While the phrase “learning communities” has various definitions, at the heart of all programs is the goal of enhancing the student learning experience in the community of others. This volume provides valuable information about learning communities--from start to finish--including: • historical and theoretical foundations that guide these programs, • structures of learning communities that provide varied opportunities for student participation, with a focus on specific student populations who may benefit from learning community experiences, and • elements of staffing and assessment, as well as an annotated bibliography of recent learning community literature. The authors consider critical elements of learning community programs and offer recommendations and options for faculty and staff who work with, or hope to work with, this particular curricular and cocurricular learning structure. This the 149th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Author: Rogers, Patricia L.
Publisher: IGI Global
ISBN: 1605661996
Category : Technology & Engineering
Languages : en
Pages : 2612
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Book Description
Offers comprehensive coverage of the issues, concepts, trends, and technologies of distance learning.
Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Book Description
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
