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Author: Jane Marie Gibson
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 226
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Book Description
Online distance education classes and digital learning tools offer substantial advantages to both students and universities. Institutional benefits include the facilitation of student success in large classes, reducing university expenses, and perhaps even enhancing the students’ learning environment. Students benefit from the convenience of scheduling and reduced travel time and many researchers found no significant difference in student learning outcomes between face-to-face classes and online classes on an aggregate or summative level. However, other researchers question the academic success of some students enrolled in online classes based on certain demographic and academic characteristics, such as age, gender, ethnicity, socio-economic status (SES), and grade point average (GPA). Despite the role demographic factors may play in learning outcomes, limited research is available investigating whether the online learning modality is equally effective for students of different ages and ethnicities, men as compared to women, and previously high performing and low performing students. Much of the research related to online learning has limitations falling into two primary categories: studies comparing primarily face-to-face courses with online classes without including the analysis of hybrid learning; and studies that examine student outcomes at the aggregate level of success without outcomes broken out by specific demographic and academic characteristics. This research sought to remedy these important gaps by examining student learning outcomes in hybrid and online accounting classes based on demographic groupings. This study evaluated whether students’ demographic and academic characteristics, (i.e., their age, gender, race/ethnicity, SES, and GPA) mediated whether they were as successful in online versus hybrid classes. The most salient finding revealed in this study was the contrast in the students’ performance based on delivery modality. The results indicated that students earned almost 30 points higher in their final scores when they were enrolled in the hybrid classes in contrast to enrollment in the online classes. This difference in student scores based on delivery modality was found in almost every student demographic.
Author: Jane Marie Gibson
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 226
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Book Description
Online distance education classes and digital learning tools offer substantial advantages to both students and universities. Institutional benefits include the facilitation of student success in large classes, reducing university expenses, and perhaps even enhancing the students’ learning environment. Students benefit from the convenience of scheduling and reduced travel time and many researchers found no significant difference in student learning outcomes between face-to-face classes and online classes on an aggregate or summative level. However, other researchers question the academic success of some students enrolled in online classes based on certain demographic and academic characteristics, such as age, gender, ethnicity, socio-economic status (SES), and grade point average (GPA). Despite the role demographic factors may play in learning outcomes, limited research is available investigating whether the online learning modality is equally effective for students of different ages and ethnicities, men as compared to women, and previously high performing and low performing students. Much of the research related to online learning has limitations falling into two primary categories: studies comparing primarily face-to-face courses with online classes without including the analysis of hybrid learning; and studies that examine student outcomes at the aggregate level of success without outcomes broken out by specific demographic and academic characteristics. This research sought to remedy these important gaps by examining student learning outcomes in hybrid and online accounting classes based on demographic groupings. This study evaluated whether students’ demographic and academic characteristics, (i.e., their age, gender, race/ethnicity, SES, and GPA) mediated whether they were as successful in online versus hybrid classes. The most salient finding revealed in this study was the contrast in the students’ performance based on delivery modality. The results indicated that students earned almost 30 points higher in their final scores when they were enrolled in the hybrid classes in contrast to enrollment in the online classes. This difference in student scores based on delivery modality was found in almost every student demographic.
Author: Jennifer L. Davidson
Publisher:
ISBN: 9780355668131
Category :
Languages : en
Pages : 209
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Book Description
Online student success is a concern for higher education institutions especially community colleges with open enrollment admission. This study analyzed online student success using online GPA (dependent variable) and both demographic and academic characteristics of online students (independent variables) to determine which characteristics significantly correlated to and predicted student success in online courses. The sample included an unduplicated count of 4,046 online students enrolled in at least one online course during fall 2015 and spring 2016 at a public, Midwestern community college. Six research questions and twelve hypotheses were used to determine which independent variables led online students to a higher online GPA. Analysis was completed separately for students taking at least one online course and students taking only online courses using descriptive statistics, t tests, correlation coefficients, cross-tabulations, and logistic regression. The most significant finding was a large, positive relationship between cumulative GPA and online GPA. There was also a significant, positive correlation between online GPA and cumulative credit hours as well as online GPA and number of online courses taken. There was a significant, negative correlation between online GPA and course withdrawals. Additionally, a higher online GPA was identified for older, female, and White online students while a lower online GPA was found for Black online students. Findings also indicated a significant difference in online GPA for both online student groups based on computer experience and remedial coursework along with a significant difference in online GPA just for online only students based on financial aid.
Author: Kuan-Yao Charles Qui
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 206
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Book Description
The purpose of this study was to develop an understanding of the relationships among student academic achievement, student satisfaction, student demographic characteristics, and course quality factors. The primary method of analysis was quantitative, using survey data to determine (a) if any relationships exist between students' perceived course quality factors and student demographic characteristics, (b) if any relationships exist between student satisfaction and students' perceived course quality factors after controlling for student demographic characteristics, and (c) if any relationships exist between student academic achievement and students' perceived course quality factors after controlling for student demographic characteristics. One hundred and eighty-eight of the 392 surveys were returned for a return rate of 48%. Of the 188 volunteer participants, 33.5% were male and 66.5% were female. Overall, most of the respondents were very satisfied with their online courses. Furthermore they indicated that they would prefer to take all courses online and would recommend the course they took to others. Nearly 60% of the respondents agreed that the online courses were just as good as or better than the same course in a face-to-face offering. This study showed students with more previous experience with online courses were more likely to value interaction with students. Students who were satisfied with interaction with instructor and course design were more likely to be satisfied with the online courses. This research also indicated students with an overall higher GPA were more likely to have a higher online course grade. Students who were satisfied with the course design were more likely to perform better.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 594
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Yehudit Dori
Publisher: Royal Society of Chemistry
ISBN: 1839167947
Category : Education
Languages : en
Pages : 481
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Book Description
Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.
Author: Veronica A. Thurmond
Publisher: Universal-Publishers
ISBN: 1581121814
Category : Computers
Languages : en
Pages : 250
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Book Description
Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.
Author: Thomas G. Calderon
Publisher: Emerald Group Publishing
ISBN: 1838672354
Category : Business & Economics
Languages : en
Pages : 296
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Book Description
AAE publishes empirical and non-empirical research in Accounting Education. Volume 24 addresses five key themes: (1) research on student attitudes and behaviour, (2) cases and pedagogical approaches in tax, (3) financial reporting and introductory accounting, (4) research about the CPA exam, and (5) international perspectives.
