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 Enhancing Social Presence in Online Learning Environments written by Marmon, Michael and published by IGI Global. This book was released on 2018-03-16 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of media to create and maintain a public presence has become a ubiquitous aspect of daily life. Such interactions should be used to enhance other aspects of life that have become heavily technology-driven, such as education. Enhancing Social Presence in Online Learning Environments is a critical scholarly publication that explores the different perspectives of public latency and the creation of electronic educational formats that mimic the experience of traditional classrooms. Featuring a wide range of coverage on topics that include active learning, teacher authority, and computer-mediated communication, this publication is geared toward educators, professionals, school administrators, researchers, and practitioners in the field of education.
Download or read book Using Student Voices to Redefine Success written by Kathy Booth and published by . This book was released on 2013 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that students are more likely to succeed when they experience the following six factors: (1) have a goal and a path leading to this goal; (2) stay motivated to achieve this outcome; (3) believe that their success matters to others; (4) are engaged in the classroom; (5) feel connected to the college community; and (6) feel they are contributing positively to the college culture and community. In Student Support (Re)defined--a multi-year study of what community colleges can do to improve success for all students--the Research and Planning Group for California Community Colleges (RP Group) summarized these six success factors as (1) directed, (2) focused, (3) nurtured, (4) engaged, (5) connected, and (6) valued. The RP Group conducted phone surveys and focus groups to ask almost 900 students from 13 California community colleges what supports their educational success, focusing particularly on the importance of these six factors to their educational achievement. The research over-sampled African-American and Latino learners and integrated survey findings with student background data extracted from the California Community Colleges State Chancellor's Office Management Information System. This report begins by synthesizing findings identified across the six success factors into five key themes. These five themes are: (1) colleges need to foster students' motivation; (2) colleges must teach students how to succeed in the postsecondary environment; (3) colleges need to structure support to ensure all six success factors are addressed; (4) colleges need to provide comprehensive support to historically underserved students to prevent the equity gap from growing; and (5) everyone has a role to play in supporting student achievement, but faculty must take the lead. The report then provides a detailed description of students' responses by success factor, including a full definition of each factor, key findings about that factor from both the survey and focus groups, and any significant highlights by survey participant subgroup. This section includes a one-page summary that underscores which aspects of the six success factors are particularly important to first-generation, African-American and Latino participants. This resource concludes with actions that faculty, counselors, staff, administrators and students can take to help students experience one or more of the six success factors, based on the suggestions of study participants. (Contains 2 references, 8 tables and 6 sets of discussion questions designed to facilitate campus conversations about the study's findings).
Download or read book Online Assessment Measurement and Evaluation written by David D. Williams and published by IGI Global. This book was released on 2006-01-01 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides a view of the possibilities and challenges facing online educators and evaluators in the 21st century"--Provided by publisher.
Download or read book Identifying Factors that Predict Student Success in a Community College Online Distance Learning Course written by and published by . This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Designing for Learning written by C. Carney Strange and published by John Wiley & Sons. This book was released on 2015-06-16 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understand the design factors of campus environmental theorythat impact student success and create a campus of consequence Designing for Learning is a comprehensive introduction tocampus environmental theory and practice, summarizing the influenceof collegiate environments on learning and providing practicalstrategies for facilitating student success through intentionaldesign. This second edition offers new coverage of universaldesign, learning communities, multicultural environments, onlineenvironments, social networking, and safety, and challengeseducators to evaluate the potential for change on their owncampuses. You'll learn which factors make a living-learningcommunity effective, and how to implement these factors in therenovation of campus facilities. An updated selection of vignettes,case scenarios, and institutional examples help you apply theory topractice, and end-of-chapter reflection questions allow you to testyour understanding and probe deeper into the material and how itapplies to your environment. Campus design is no longer just about grassy quads andivy-covered walls—the past decade has seen a surge in newdesigns that facilitate learning and nurture student development.This book introduces you to the many design factors that impactstudent success, and helps you develop a solid strategy forimplementing the changes that can make the biggest difference toyour campus. Learn how environments shape and influence studentbehavior Evaluate your campus and consider the potential for change Make your spaces more welcoming, inclusive, and functional Organize the design process from research to policyimplementation Colleges and universities are institutions of purpose and place,and the physical design of the facilities must be undertaken withattention to the ways in which the space's dimensions and featuresimpact the behavior and outlook of everyone from students tofaculty to staff. Designing for Learning gives you a greaterunderstanding of modern campus design, and the practicalapplication that brings theory to life.
Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Download or read book Predicting Student Success in Online Courses at a Rural Alabama Community College written by Leslie Ann Cummings and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have utilized distance education to reach previously underserved populations. Considering the educational opportunities afforded by increased Internet access and the history of community colleges of providing open access to all individuals, it is no wonder that distance education has grown as a means of extending education in rural areas. Along with taking advantage of these opportunities, community colleges must also be committed to the success of students in the online environment. There is a need to identify individual student characteristics that predict success in the online environment in order to provide appropriate course enrollment advising. This study examines demographic and educational variables of online students at Bevill State Community College, with the goal of identifying the predictive ability of student characteristics on success in online courses. Online learners at Bevill State were mostly females and roughly half had completed an introductory computer course before enrolling in an online class. The average age of the participants was 25.57. These individuals had an average GPA of 3.07 and had completed an average of 4.56 semesters of college. Overall, 71.1% of the participants were successful in the online course in which they were enrolled, having achieved a grade of D or higher. The logistic regression model of five predictor variables was 72% accurate in predicting student success and non-success. Results show that the major factors influencing whether a person is successful in online classes are: age at the time of enrollment, overall GPA before enrollment, and the number of semesters of previous college experience. These findings indicate that students who are older, have more experience in college, and who have had more success in the traditional classroom may be more likely to be successful in the online environment. As online education continues its growth, identifying factors that help to distinguish between those who may be successful and those who may not will help students, advisors, and administrators make informed decisions about course enrollments. Future research should include a variety of methodologies to further explore the variables identified here as well as others that may influence student success in the online environment.
Download or read book The Relationship Between Academic Integration and Student Success in Distance Learning in the Kentucky Community and Technical College System written by Robert White Johnson and published by . This book was released on 2009 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is a study of factors that contribute to dropout from distance learning classes in the Kentucky Community and Technical College System (KCTCS). It is divided into five chapters. Chapter One gives a history of distance learning through in KCTCS. It includes the background of the study, statement of the problem, purpose of the study, the research questions, major concepts, and the significance of the study. The chapter concludes with a definition of terms and limitations. Chapter Two is a literature review of factors associated with student success in distance learning courses in the community college. It examines the theoretical framework for student dropout from distance learning suggested by Kember (1989). Chapter Three describes the methodology used to address and answer the research questions of this study. The dichotomous dependent variable was completion. The seven independent variables were gender, ethnicity, age, financial aid status, earliest logic (eagerness), number of logins (dedication) and number of course mail messages sent by student (participation) The data were collected from the KCTCS student information system and from the ANGEL course management system. Subjects for this study were community college student enrolled statewide in online versions of ENG 101 and ENG 102 during the 2004-2005 academic year ( N = 405). Chapter Four provides the results of the study. The primary statistical analysis methods used to determine the relative impact of each independent variable on the dependent variable of success were discriminate function analysis and multiple regression. Of the variables tested, dedication and financial aid status were statistically significant predictors of success. Descriptive statistics suggested that African-American and female students were more likely to form social relationships and succeed more often as a result of academic integration. Chapter Five contains a summary of the study, implications, and suggestions for further research.
Download or read book Educating the Net Generation written by Diana Oblinger and published by Educause. This book was released on 2005-01-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This e-book offers an insightful look into the way today's students think about and use technology in their academic and social lives. It will help institutional leaders help their students to become more successful and satisfied.
Download or read book Minds Online written by Michelle D. Miller and published by Harvard University Press. This book was released on 2014-10-20 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge. Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low‐stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners’ existing knowledge, and how to motivate students to do their best work and complete the course. For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.
Download or read book Handbook of Research on Student Centered Strategies in Online Adult Learning Environments written by Fitzgerald, Carlton J. and published by IGI Global. This book was released on 2018-06-08 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt: As traditional classroom settings are transitioning to online environments, teachers now face the challenge of using this medium to promote effective learning strategies, especially when teaching older age groups. Because adult learners bring a different set of understandings and skills to education than younger students, such as more job and life experiences, the one-size-fits-all approach to teaching does not work, thus pushing educators to create a student-centered approach for each learner. The Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments is an important resource providing readers with multiple perspectives to approach issues often associated with adult learners in an online environment. This publication highlights current research on topics including, but not limited to, online competency-based education, nontraditional adult learners, virtual classrooms in public universities, and teacher training for online education. This book is a vital reference for online trainers, adult educators, university administrators, researchers, and other academic professionals looking for emerging information on utilizing online classrooms and environments in student-centered adult education.
Download or read book Examination of the Relationship Between Self directedness and Outcomes of the Online COP Training Program in the Turkish National Police Context written by Mustafa Bulent Halicioglu and published by . This book was released on 2010 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Early Warning Systems and Targeted Interventions for Student Success in Online Courses written by Glick, Danny and published by IGI Global. This book was released on 2020-06-26 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.
Download or read book Contemporary Research In Language Education written by Aysel Deregözü and published by EĞİTİM YAYINEVİ. This book was released on 2024-05-01 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Design and Management of Effective Distance Learning Programs written by Richard Discenza and published by IGI Global. This book was released on 2003-01-01 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Geared for administrators and academicians trying to develop or improve distance education programs, this text addresses the specific challenges of the virtual learning environment, such as managing the costs incurred for remote space and equipment, adjusting traditional evaluation methods, and maintaining academic integrity. The most recent research on faculty perceptions, social needs of students, library services, online programs, and video instruction is provided."
Download or read book The Impact of Computer Efficacy on the Success of Nontraditional Community College Students written by Amy Renee Henson and published by . This book was released on 2013 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine the extent that computer-related factors affect the success of nontraditional college students. Since nontraditional students typically have fewer skills than traditionally-aged students, they may be less efficacious regarding their ability to use technology. Unfortunately, such reduced confidence may adversely affect the entire college experience for students, and ultimately, successful employment. The simple process of obtaining information on campus websites may be daunting enough; however, when students enter the classroom, they often find that course requirements include considerable amounts of computer use. Therefore, in addition to learning specific course content, nontraditional students must also learn how to operate computers and conduct Internet research. Such expectations may reduce the potential for college success. To conduct the research, surveys were administered to students attending two Midwestern community colleges. Using the resultant data, various analyses were conducted to examine interactions between computer-related variables and course grades and completion rates. Results indicated that high school access was the most significant factor in determining computer efficacy in college students. The second most successful method of obtaining confidence was found among students who used computers for work. Students employed with computers also enrolled in more online courses than students who were unemployed or who worked in non-technical positions. Additional factors that correlated to efficacy were high-bandwidth Internet access and the availability of computer-related devices. Although more nontraditional than traditional students withdrew from college classes in general, nontraditional students were not more likely to withdraw from computer literacy or online courses. Therefore, adult students seemed to compensate for their reduced proficiency by persisting in the classes necessary to improve skills. Computer efficacy appeared to be more critical than computer skills in online course enrollment. Students with greater confidence in their abilities enrolled in more online courses, even if their actual skills were lower than other students. Additional relationships between computer skills and efficacy and college success factors such as persistance and improved grades are also discussed.
