Download or read book The Relationship Between Instructor Self efficacy and Online Course Success Rates at a Community College written by Denise Sara Martin and published by . This book was released on 2022 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, non-experimental, predictive correlational study was to determine if an online instructor’s perception of their own self-efficacy in student engagement, instructional strategies, classroom management, and use of computers could predict their online course success rate. As distance education continues to grow, administrators seek ways to improve students’ learning experiences and success in online courses. One method of retaining students in programs is providing instructors the needed resources to support students as they progress through a course. The participants for the current study were faculty at a community college in North Carolina who taught an online course in fall of 2020. A sample of 65 instructors were surveyed using an instrument called the Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale (MNESEOTS). Collected data were analyzed using multiple linear regression, which found no significant predictive relationships between instructor self-efficacy and any of the four measured areas of student success. While this contradicts some of the literature, recommendations for future research include additional studies with increased sample sizes at more institutions and expanded surveys targeting online and seated faculty to determine if a difference between the variables exists for each of those populations. Moreover, additional research should include comparisons of the variables against course success rates.
Download or read book Success Factors Among Community College Students in an Online Learning Environment written by Paula B. Doherty and published by Universal-Publishers. This book was released on 2000-08-16 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Investigating Self efficacy and Self regulated Learning as Predictors of Academic Success in College Online Courses written by Kellie Lynn Templeman and published by . This book was released on 2020 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education has been firmly established as a recognized instructional delivery format. From its inception, the participation in online courses has continued to grow exponentially as many brick and mortar higher educational institutions have expanded their online programs. As students are autonomous and independent learners within these environments, it is important to investigate their motivation and self-regulation as these variables affect their academic success. Substantial research has demonstrated self-efficacy and academic success are related, but less is known about the role of self-regulation in relation to self-efficacy and academic outcomes in online classrooms. This study explored how self-efficacy and selfregulation impact academic outcome in fully online courses. Subjects were 563 undergraduate and graduate students enrolled in asynchronous online classes at the University of Georgia. Students responded to surveys on motivational beliefs, self-efficacy and metacognitive selfregulation subscales via the Motivated Strategies for Learning Questionnaire (MSLQ) and an additional survey that probed for task value and self-efficacy in an online environment. Academic outcome was measured by the students’ final end of course grades. Contrary to expectations, results indicated none of the demographic or subscale measures significantly correlated to academic outcome. Thus, the proposed mediation model of self-efficacy leading to self-regulation, which then impacts academic outcome was not able to be performed due to lack of fit. The study included high achieving students and a narrow margin of academic outcomes, which made teasing out self-efficacy and self-regulation effects amongst the sample difficult. While self-regulation has been identified as an important factor in student success in online courses throughout the literature, the findings of this study reflect a weak relationship between self-regulation learning and academic outcome in a sample of high achievers.
Download or read book The Relationship Between Faculty Confirmation Behaviors and Community College Student Self efficacy written by Deidra Peaslee and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating remains largely unchanged and is inadequate to reduce the achievement gap. One theory is that some students enter college with little confidence in their ability to be successful and faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. A literature review explores the different ways self-efficacy is tied to college student success and ways the classroom can be used before quantitatively assessing whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs= .212, n=70, p=.039*), particularly for female students (rs=.331, n=35, p=.026*) and for those students where neither parent completed a degree higher than high school (rs=.316, n=46, p=.016*).
Download or read book Online Courses and ICT in Education Emerging Practices and Applications written by Tomei, Lawrence A. and published by IGI Global. This book was released on 2010-11-30 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book offers a critical review of current research in technology-supported education, focusing on the development and design of successful education programs, student success factors, and the creation and use of online courses"--Provided by publisher.
Download or read book It s Time to Complete Community College written by S. deBoef and published by Rowman & Littlefield. This book was released on 2018-02-02 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Earning a college degree improves health and economic wellbeing. Thus, American taxpayers subsidize a majority of the cost of public colleges. At least half of all college students in the U.S. today attend two-year colleges; yet, fewer than half of these students achieve their educational goals. This book, written by an experienced community college teacher summarizes specific evidence-based methods to improve student learning and completion. This book summarizes: student characteristics including socio-economic status, academic background, work/family commitments; instructional methods of work-pace, grading procedures, student practice opportunities, and feedback to students; institutional policies such as course scheduling, teaching loads, teacher training, availability of student services, commitment of administrators to using assessment to improve student learning outcomes. If you are a college student/parent of a college student, college teacher/administrator, or concerned taxpayer; you are invited to read this book and join this discussion. It is unlikely that college completion rates will significantly improve without informed communities demanding institutional action.
Download or read book Quarterly Review of Distance Education written by Michael Simonson and published by IAP. This book was released on 2023-12-01 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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, where the learning group is separated and where interactive technologies are used to unite the learning group.
Download or read book Effectiveness of Online Community College Success Courses written by Melanie Abts and published by . This book was released on 2012 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research study was to determine the effectiveness of two online college success courses: CPD 150 (College Success, 3 credits) and CPD 115 (Success Strategies, 1 credit), at Rio Salado College, a Maricopa Community College in Arizona. The goal of these courses is to prepare students to be college-ready by examining college readiness and learning skills. The Motivated Strategies for Learning Questionnaire measured students' perceptions of their own college readiness in a pre-test/post-test format. Understanding students' perceptions of their own college readiness is the college's first step in understanding the effectiveness of these courses. Descriptive statistical analysis was used to compare the pre- and post-tests to determine whether the average student scores changed after completion of the college success course. Paired samples t-tests (or repeated-measures test) were conducted on 2 scales consisting of 13 subscales of the MSLQ of the Motivated Strategies for Learning Questionnaire. Data analysis revealed that students reported that they had better study skills after the course than before completing the course. Particularly, learning strategies, test anxiety, self-efficacy, effort regulation (self-management), control of learning beliefs, study skills, and time and study environment stand out as showing substantial improvement for the students.
Download or read book The Impact of a Community College Success Course on the Academic Self efficacy of College Students written by Babar Zaman and published by . This book was released on 2011 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Self efficacy and Course Satisfaction in Online Learning written by Nikki L. Gebara and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: A correlational study was conducted to determine the relationship between student's general self-efficacy and course satisfaction using the Sherer General Self-Efficacy Scale (SGSES) and the Strachota Student Satisfaction Survey (SSSS). Demographic information collected provided information about age, gender, academic level, and number of online courses taken. Differences in the demographic information and self-efficacy were observed as well as correlations among the questions within the SGSES and the SSSS. Younger female students reported higher levels of self-efficacy with the majority of total respondents having completed four or more online courses. Correlations between effort and capability in self-efficacy were found as well as future enrollment and learning needs. Instructor presence had a significant impact on overall course satisfaction and future enrollment. No significant relationship between general self-efficacy and course satisfaction was noted in this study. Further research is needed to strengthen the current findings and delve further into the relationship of general self-efficacy and course satisfaction.
Download or read book Improving Online Programs and Community of Inquiry Through Analysis of Discussion Boards Instructor Self efficacy and Student Satisfaction written by Brett C. Yadon and published by . This book was released on 2014 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Professional Practice Doctorate three article dissertation utilized a group format that focused on issues surrounding technology and online learning in higher education in order to best advise the stakeholder of instructor, course and program level practices that can be used to enhance the overall quality of education in order to produce highly trained graduates ready for the 21st century workforce. The first article was an exploratory study that investigated the relationship between online instructor self-efficacy and student satisfaction at a private university in the northwestern United States. The second article was a quantitative analysis of discussion board best practices and the relationship of the use of discussion board best practices to student satisfaction and student perceived learning in a course. This involved the development and validation of the Discussion Board Best Practices Rubric. Using the rubric, discussion board best practices were correlated to the Community of Inquiry survey. The third article was a concept paper for the stakeholders highlighting the results of the studies with recommendations for the stakeholder. The last chapter provides a rich, blended perspective of online education that the stakeholders can use to understand and improve the quality of education. These studies suggest that course design for online courses could be improved by implementing best practices into the design of discussion boards. Instructors can also be trained on how to better use best practices to engage students in the discussion. Additional focus on teacher experience and how it affects their engagement in online courses is also warranted.
Download or read book Academic Self efficacy and Massive Open Online Course MOOC Completion Rates written by and published by . This book was released on 2017 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic self-efficacy is of particular relevance to the community college student population, and its role is important to understand in the distance education and Massive Open Online Course (MOOC) environment. The purpose of this study was to examine how adult learner characteristics influence academic self-efficacy in a MOOC environment and the role that self-efficacy plays in MOOC completion irrespective of adult learner characteristics. This study collected data from a student population registered for a MOOC titled Disaster Preparedness offered by the University of Pittsburgh through the Coursera MOOC delivery platform. A total of 34 participants completed two surveys separated by an approximate 7-week period. Participant variables including age, race/ethnicity, educational background, prior MOOC experience, community college enrollment, and reasons for taking the Disaster Preparedness MOOC were examined per their relationship to (a) academic self-efficacy and (b) the percentage of the MOOC completed. With the exception of participant race/ ethnicity demonstrating significant group differences with academic self-efficacy, no other significant relationships were found. The results of this study extend our understanding of the relationships among specific student characteristics and academic self-efficacy and the likelihood of success in a MOOC learning environment. The findings from this study offer implications for how community colleges can best prepare students to participate and succeed in MOOC courses and overall help to establish a possible connection between academic self-efficacy and self-directed learning in MOOC learning environments
Download or read book The Relationship Among Self efficacy Instructor Feedback and Technical Support of Learners in an Online Learning Environment written by Lynn M. Hill Willis and published by . This book was released on 2002 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Staying the Course written by Tracey J. Meyerhoeffer and published by . This book was released on 2009 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored undergraduate student perceptions regarding successful completion of online general education courses. Specific influences that were examined included: course design, student designation (non-traditional/traditional), instructor teaching strategies, and gender. Guided by the qualitative research traditions of phenomenology and symbolic interactionism, in-depth interviews were conducted with eight undergraduate students taking online general education courses at a comprehensive community college located in a rural state. Interview data was gathered, analyzed, and presented as individual portraits of each study participant. Participants offered views concerning the influence course design and instructor teaching strategies had on their completion of online general education courses. Additionally, they described intrinsic elements, such as individual drive and motivation, which affected their completion of online general education courses. In sum, this study revealed differences between male/female and non-traditional/traditional perceptions toward completion of online general education courses. Furthermore, several course design features and instructional strategies that undergraduate students preferred were found, but study participants did not perceive these elements as essential for their completion of online general education courses. Instead, it was found that a strong sense of self-efficacy is what most significantly influenced undergraduate student completion of online general education courses. In an era of increased online education, this study provided insights regarding online course design, instructional strategies, advising, and online course pacing and informed online educators, instructional designers, administrators, and online policymakers regarding online instructional practices and structures at the undergraduate level. Recommendations for future research included continued exploration of issues related to undergraduate student online course completion.
Download or read book Lesson Study a Means for Fostering Collaborative Reflection written by Miguel Lucas and published by . This book was released on 2014 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching.
Download or read book Relationships Between Class Engagement Community and Engineering Design Self efficacy in Remote Kit based Classes written by April Marie Anlage and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Demographics were also considered for significant effects. Higher levels of engagement were found in female students and higher levels of motivation in students who worked primarily remotely, as opposed to those who worked on the class project in an on-campus lab. No significantly different community or self-efficacy levels were found of students in different years (sophomore/junior/senior). Additionally, students who identified as an underrepresented minority (URM) race/ethnicity category were found to have statistically significant lower levels of motivation (by 12.39 points) and higher anxiety (by 12.34 points) for engineering design compared to non-URM students. These results inform the future of remote engineering classes and the importance of a sense of community for students in these courses.
Download or read book Relationships Among Community College Developmental Reading Students Self regulated Learning Internet Self efficacy Reading Ability and Achievement in Blended hybrid and Traditional Classes written by Linda Marie Creason and published by . This book was released on 2005 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online distance learning is being used with an increasingly diverse student population. Johnson County Community College (JCCC) teaches Reading Skills Improvement (RDG-126) in three different learning contexts- 25/75 blended/hybrid, 50/50 blended/hybrid and traditional. Questionnaires were used to collect information about four self-regulated learning (SRL) variables. Portions of the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure task value and help-seeking strategies. Questions from the Self-Efficacy for Self-Regulated Leaning Scale (SESRL) were used to measure students' general organization and planning skills and typical study strategies. Internet self-efficacy (ISE) was measured using the Internet Self-efficacy Scale (ISES). Information about learning supports, reading ability (Nelson-Denny scores) and achievement was collected. All four SRL variables showed a weak to moderate significant correlations (p = .01) to each other. ISE showed a weak relationship with reading ability (r = .23,p= .01), general organization and planning (r = .17,p = .01), and typical study strategies (r = .23,p = .01). Achievement was correlated with general organization and planning (r = .33,p = .01). Controlling for reading ability, there were no significant differences among learning contexts in student perceptions of ISE and SRL, but there was a significant difference among groups in achievement, Welch's F (2, 59.52) = 7.55, p= .001. However, differences in achievement may be explained by differences in teachers for the three learning contexts. Because of the potential confounding effect of teacher on achievement these findings may not be meaningful The only significant predictor of achievement was general organization and planning, B = 10.378, ß = .376, p = .000. All six predictors accounted for 12.37 percent of the variance in achievement. General organization and planning and help seeking were perceived as both the most often provided and most helpful supports. Blended/hybrid courses providing SRL supports can be successfully used with developmental reading students. There may be a curvilinear relationship between student achievement and learning context. More research is needed to investigate what proportion of web-based v. traditional instruction is best for the unique needs for developmental students.
