Download or read book The Relationship of Demographic and Academic Characteristics on Student Academic Success Rates when Using Web based Delivery Modalities written by Jane Marie Gibson and published by . This book was released on 2015 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Student Demographic and Academic Characteristics that Predict Community College Student Success in Online Courses written by Jennifer L. Davidson and published by . This book was released on 2017 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Relationships Among Student Demographic Characteristics Student Achievement Student Satisfaction and Online Business course Quality written by Kuan-Yao Charles Qui and published by . This book was released on 2002 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Digital Learning and Teaching in Chemistry written by Yehudit Judy Dori and published by Royal Society of Chemistry. This book was released on 2023-07-12 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shares insights from within four major themes: Best practices of 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.
Download or read book Relationships among student demographic characteristics student academic achievement student satisfaction and online business course quality written by and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Research on Emerging Priorities and Trends in Distance Education Communication Pedagogy and Technology written by Yuzer, T. Volkan and published by IGI Global. This book was released on 2014-02-28 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the rise of distance education in the post-modern world, progressive research on the best methods, tools, and technologies in the field is necessary to continue to take advantage of the pedagogical opportunities and improvements offered through remote learning platforms. The Handbook of Research on Emerging Priorities and Trends in Distance Education: Communication, Pedagogy, and Technology focuses on the latest innovations and technological developments surrounding distance learning, instructional design, and computer-mediated communication in educational settings. This comprehensive research work will be of use to teachers, academicians, IT developers, upper-level students, and school administrators interested in the latest trends in online learning.
Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advances in Accounting Education written by Thomas G. Calderon and published by Emerald Group Publishing. This book was released on 2020-10-05 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Academic Success in Online Programs written by Jacqueline S. Stephen and published by Springer Nature. This book was released on with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Digital learning innovations in education in response to the COVID 19 pandemic written by Lucas Kohnke and published by Frontiers Media SA. This book was released on 2023-04-13 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Student Characteristics Including Learning Styles and Their Perceptions and Satisfaction in Web Based Courses in Higher Education written by Sami Sahin and published by . This book was released on 2008 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003) involving over 80% of four year public universities in 2002. The National Academy of Science review of "how people learn" suggests that technology-mediated learning can be used to respond to students' preferences and related characteristics. This investigation of the relationships between learners' characteristics and their perception of web-based learning and satisfaction with their course used Kolb's (1984) Learning Styles Inventory and Walker's (2003) distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study finds that the three dimensions of Moore's Transactional Distance Theory may be linked with Kolb's two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more "abstract conceptual" learning style for "knowledge grasping." The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional distance. (Contains 2 figures and 1 table.).
Download or read book Improving Online Students Quality of Relationships Academic Success and Overall Satisfaction written by David Duvall (Ph.D.) and published by . This book was released on 2020 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education is the fastest-growing option for student seeking completion of a degree from an institution of higher education. Students enjoy the increase pace of the coursework and the autonomy to complete it on their own time, while universities identify online education as a key factor in increasing their enrollment. However, the attrition rates of students seeking a degree through online coursework is much higher than that their on-campus counterparts. With factors such as funding, institutional rankings, and accreditation linked to the retention and graduation of its students, colleges and universities have much to gain by increasing the persistence of their online students. The existing research on online student persistence is almost exclusively focused on factors that affect their satisfaction and performance in their coursework. These factors include engagement with their peers and faculty and identifying how the coursework aligns with their academic and professional goals. For campus-based students, research identifies that social integration in extracurricular activities traditionally offered by student affairs departments is a key factor in their persistence. However, very little research exists to identify whether online students benefit in similar ways when they utilize student affairs resources. Therefore, this study addressed a gap in research to examine whether utilization of student affairs resources can be a factor in supporting online student persistence and satisfaction. This study surveyed online undergraduate students at a large, public institution that offers a variety of degree programs in online formats. The data collected from the survey identified students' utilization of student affairs resources, the quality of their interactions with various university constituents, and their satisfaction with their university experience. Combined with demographic data and grade point averages (GPAs), the quantitative analysis identified the relationships between each of these factors and developed models for predicting online student satisfaction.The results of this study reveal that utilization of certain student affairs departments can support online students' quality of interactions with their peers, faculty, and university staff, as well as their overall satisfaction with their university experience. However, utilization of student affairs resources also is linked to slightly lower GPAs for online students. The model identified that quality of relationships and utilization of student affairs resources can help predict online student satisfaction.
Download or read book Current Status of and Future Directions for Assessing Technology Acceptance for Digital Mental Health Interventions written by Jennifer Apolinário-Hagen and published by Frontiers Media SA. This book was released on 2024-09-02 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently, digital interventions have proliferated and show promising results in preventing and treating common mental health disorders, such as depression, in different settings (e.g., workplaces). Digital interventions may have advantages over face-to-face interventions (e.g., more accessible; easily customisable; real-time monitoring). However, despite efforts made by healthcare systems worldwide (e.g., apps on prescription in Germany), actual adoption is still rather low in many countries. It is essential to understand innovation acceptance in order to tailor digital interventions and to measure user technology acceptance. In this way, determinants can be identified to derive strategies to promote acceptance. Technology acceptance has been studied extensively, resulting in the development of various theoretical models (e.g., Technology Acceptance Model-TAM; Unified Theory of Acceptance and Use of Technology-UTAUT, UTAUT2). Besides several methodological strengths, technology acceptance models also have various limitations, which makes it difficult to investigate causality or to generalize findings across different contexts, populations, and cultures.
Download or read book Student Satisfaction with an Online University and Its Mentoring Program as Predictors of Student Academic Performance written by Alberto M. Flores and published by . This book was released on 2013 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an increasingly competitive world, many universities have tried to improve academic performance, retention and graduation rates by introducing online education or mentoring. Although researchers have explored university mentoring using qualitative methods, few have addressed the quantitative connection between student mentoring and academic performance. The analyses of this study consisted of the census population of graduate and undergraduate students and the relationship between the predictor variables (a) satisfaction with mentoring and (b) satisfaction with the university and the outcome variables (a) satisfactory academic performance (SAP) and (b) on-time progress (OTP). Four separate regression analyses using ordinary least squares (OLS) methodology for the continuous outcome variable SAP and binary logistic methodology for the binary outcome variable OTP, were performed on 19,869 responses to a survey designed and administered by the university over a three-year period. Each regression included demographic and school variables as controls. Positive linear relationships were found between both predictor variables and SAP. A positive relationship was found between the satisfaction with the university and OTP; however, satisfaction with mentoring was not a predictor of OTP. The strengths of the significant relationships were low, which indicated that other variables, some among the controls and others unaccounted for here, had stronger influences on academic performance than either of the predictor variables. The results of this study provided information based on quantitative analysis about the relationship between student satisfaction and student academic performance outcomes.
