Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Comparison Of Student Success Attrition And Perceptions Of Course Satisfaction In Online Courses With Face To Face Health Information Management Associate Degree Programs
Download A Comparison Of Student Success Attrition And Perceptions Of Course Satisfaction In Online Courses With Face To Face Health Information Management Associate Degree Programs full books in PDF, epub, and Kindle. Read online A Comparison Of Student Success Attrition And Perceptions Of Course Satisfaction In Online Courses With Face To Face Health Information Management Associate Degree Programs ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Comparison of Student Success, Attrition, and Perceptions of Course Satisfaction in Online Courses with Face-to-Face Health Information Management Associate Degree Programs by : Susan L. Foster
Download or read book A Comparison of Student Success, Attrition, and Perceptions of Course Satisfaction in Online Courses with Face-to-Face Health Information Management Associate Degree Programs written by Susan L. Foster and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparing University Student Performance in Online V. Face-to-face Offerings of the Same Course, and Investigating Student Perceptions of Satisfaction in an Online Course by : Kristin Elizabeth Davidson
Download or read book Comparing University Student Performance in Online V. Face-to-face Offerings of the Same Course, and Investigating Student Perceptions of Satisfaction in an Online Course written by Kristin Elizabeth Davidson and published by . This book was released on 2016 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education in the United States has seen dramatic growth for the past decade, outpacing any other growth in higher education. The concurrent mixed-methods study that was conducted for this research used data from a survey geology course taught in both environments, online and traditional face-to-face. The quantitative research focused on comparing student performance in an online course relative to the same face-to-face course, while the qualitative research investigated how students described their experiences taking an online class. Previous work in online education has been limited by relatively small sample sizes, conducting studies over just one semester, comparing dissimilar courses in one study, considering few of the STEM disciplines, and, of the limited studies with GPA as a covariate, using self-reported GPA rather than actual GPA. The quantitative analysis of this study compared student performance in online (N=171) and face-to face (N=1266) environments using data from the same STEM class over five years, with actual GPA as the covariate. ANCOVAs were calculated, and results showed that, overall, students performed better in the face-to-face class than in the online class, and this difference was more pronounced with students whose GPAs were 3.0 and lower. OLS regression was also conducted to identify predictors contributing to student success in the online classroom – GPA, course load, and student credit hours were the only significant factors predicting online performance. For the qualitative component of this study, issues related to student satisfaction were explored by conducting a focus group from four students enrolled in the online STEM course. Themes emerging from the discussion included interaction, technology, self-regulated learning practices, convenience, and course structure, with interaction as the most prominent theme. These findings help to explain the quantitative findings of why students with higher GPAs perform better – they do so, in part, because they have frequent interaction with the content despite the negative impact of the distance-based environment. Research, such as this study, is important in that identifying effective pedagogy promotes learning, particularly when the learning is done at a distance such as the online environment.
Book Synopsis A Comparative Analysis of Student Success and Perceptions of Engagement between Face-to-Face and Online College Courses by : Shane Carroll May
Download or read book A Comparative Analysis of Student Success and Perceptions of Engagement between Face-to-Face and Online College Courses written by Shane Carroll May and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Electronic Learning Communities Issues and Practices by : Sorel Reisman
Download or read book Electronic Learning Communities Issues and Practices written by Sorel Reisman and published by IAP. This book was released on 2003-04-01 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on electronic learning communities created through the development and use of the Internet for instruction and training. The chapters focus on philosophies, background, reviews, technologies, systems, tools, services, strategies, development, implementation, research, and guidelines for implementers, and each illustrates the chapter theme with a detailed example of best practices.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1984 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Online Degree Programs' Impact on Student Motivation by : Lascelle Alexander Sweetland
Download or read book Online Degree Programs' Impact on Student Motivation written by Lascelle Alexander Sweetland and published by . This book was released on 2016 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student attrition is expensive for educational organizations and difficult to anticipate. Educational organizations have been unable to identify the root causes for student failure rates as online education continues to rise. Student failure has resulted in a personal loss for the individual student, an economic loss for the universities, and an economic loss for the federal government in providing financial aid with an additional intellectual loss for the economy. While extensive research efforts (Rockinson-Szapkiw, Spaulding, & Bade, 2014) have been used to develop and improve motivational models of student retention or persistence for doctoral leadership studies program nationally, a concern of many online educational institutions remains the ability to predict as early as possible the likelihood of a student dropping out of school. Following these recommendations, this study employed the analysis of secondary and program specific data to examine the predictive impact of student characteristics on motivation in an online master’s degree program for students residing in South Florida. This research examined individual differences that exist in student perceptions of online master’s degree programs, the variables that contribute to predicting success, and the impact on student persistence. The three variables examined in the research study were: motivation, student satisfaction, and financial strain that impact student retention.Research studies have estimated that approximately 6.1 million college students have taken at least one online course (Wisloski, 2011). More and more higher education providers continue to place additional demands on course delivery technological systems in an attempt to impact professor-student communication and virtual methodologies. With these new demands, comes the continuous challenge of managing the level of quality programs and level of student motivation that impacts effect student outcome variables which are linked to student retention. The study used the Pearson Product Moment Correlation to measure the strength of a linear association between two variables and was denoted by r. Pearson product-moment correlation attempts to draw a line of best fit through the data of two variables. The Pearson correlation coefficient, r, indicated how far away all these data points were to the line of best fit to test the significant predictor for retention and persistence in the online master’s business program, a finding that to this date did not surface in any other research pertaining to motivation, student satisfaction, or financial strain. The mean was used as the descriptive statistic of satisfaction. As such, this article focused on the impact of effective cultural background, psychological type, and Modeling the Way in particular and why it is, indeed, a significant factor in student success and retention.Retention has hidden costs that affect not only the individual student but also the higher education institutions and society. Taking these hidden costs into consideration this research is needed as it will inform and help improve online master’s students’ retention. Although researchers have examined online master’s education, these studies have been fraught with problems and limitations. The next sections discuss these problems, which were the main determinations for this study. The framework for this study included factors that take into account the effect of changes in the students’ institutional commitment, academic motivation, and financial strains including labor market conditions relating to program completion.The following research guided this study: 1. Is there a significant relationship between online student motivation, student satisfaction, financial strain, student retention, and gender in a master’s programs at a South Florida University? Q1. What is the relationship between motivation and online student satisfaction? Q2. What is the relationship between motivation and financial strain? Q3. What is the relationship between online student satisfaction and financial strain? Q4: Is there a gender difference in motivation? Q5: Is there a gender difference in online student satisfaction? Q6: Is there a gender difference in financial strain?
Book Synopsis Assessing Student Characteristics for Success in Online Versus Face-to-Face Environments by : Amy A Lavin
Download or read book Assessing Student Characteristics for Success in Online Versus Face-to-Face Environments written by Amy A Lavin and published by . This book was released on 2019 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education is pervasive in higher education today. More students are taking courses online than ever before. Institutions are encouraged to adopt virtual classrooms as the market demands access. This study examined the characteristics of students who choose to enroll in online or face-to-face courses and their eventual academic outcomes in their selected course. The purpose was to determine whether online and face-to-face students possess the same skillsets or if there are characteristics that a student should possess when choosing to enroll in an online class or program. Additionally, this study examined students' perception of online courses versus face-to-face courses to determine if there were any differences in students' feedback based on the type of course in which they were enrolled. The course Management Information Systems 101 (MS107) served as the focus of this study; it is a required undergraduate business course in an urban university. Typically, undergraduate sophomores or juniors take this course and are declared business majors at the university. The units for analysis consisted of students enrolled in MS107 in the fall of 2017 and spring of 2018 semesters. The online courses were conducted via WebEx, synchronously with live interaction from the professor. The face-to-face classes were conducted in the traditional environment on the university's main campus. Data were collected from the university's student system, student feedback forms, and the university's New Student Questionnaire (NSQ) and concatenated to present a full picture of each student's course outcome, demographics, and responses to the NSQ. The purpose in analyzing this information was to determine if there are behavioral, demographic, or other characteristics that might lend to better or worse performance in an online classroom. Finally, student feedback was analyzed to determine whether students have different opinions of MS107 depending on course delivery method. Results of this study indicate that from a course delivery perspective, engagement between students and faculty is a critical asset that should be developed in the online classroom environment. In the analysis of the student self-reported characteristics, many of the characteristics for success for the entire sample hold true for the characteristics of successful students in the face-to-face sections. For the online sections, however, the key predictors of success are simply previous grade point average and expectation of high averages in college, eliminating variables like self-confidence and hard working. The results of this study support prior research that states students perform better in face-to-face classrooms than online; however, this research begins to showcase what opportunities might be available for improvement in the online classroom.
Book Synopsis Student Success in College by : George D. Kuh
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Book Synopsis Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics by : Veronica A. Thurmond
Download or read book Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics written by Veronica A. Thurmond and published by Universal-Publishers. This book was released on 2003 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Linking for Learning written by and published by . This book was released on 1989 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Success of Online Vs. In-person Biology Courses at Virginia Community Colleges by : Jennifer Claire Scott
Download or read book Student Success of Online Vs. In-person Biology Courses at Virginia Community Colleges written by Jennifer Claire Scott and published by . This book was released on 2020 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have a significant role in preparing students for STEM-related careers through certificates, degrees, and transfers to four-year institutions. In addition, online education is a growing mode of higher education, particularly for community college students. However, community college and online students are both at a high risk of attrition and show a lower success rate for degree completion. The purpose of this study was to identify differences in attrition and success between students in online and in-person biology courses at Virginia community colleges. Also, this study addressed downstream effects of online education by examining course completion of second-semester biology students. A correlational research design was used to examine student success of general biology students enrolled online versus in-person. In this study, the predictor variable (i.e., delivery mode) was used with three criterion variables of interest: course attrition, successful course outcome, and successful course outcome of subsequent general biology course. A significant difference was detected between course attrition and successful course completion for first-semester biology online students versus in-person students. Online students showed a significantly greater probability of withdraw and significantly lower success than in-person students. However, there was no significant difference in successful course completion of second-semester biology students. As the development of online lab science courses continues, the quality of courses must be improved in order to close the achievement gap. Research comparing online and in-person courses should be continued to monitor the achievement gap as improvements are made. In addition, a study comparing student success in online lab science courses between 2-year community colleges and 4-year institutions is recommended.
Book Synopsis An Analysis of Student Performance in Select Online and Face-to-face Courses in the Health Information Technology Program at Chippewa Valley Technical College by : Jeanne M. Smoczyk
Download or read book An Analysis of Student Performance in Select Online and Face-to-face Courses in the Health Information Technology Program at Chippewa Valley Technical College written by Jeanne M. Smoczyk and published by . This book was released on 2012 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if students enrolled in the Health Information Technology (HIT) program at Chippewa Valley Technical College (CVTC) perform any differently online as they would in a face-to-face course. The results of this study showed overall there was no difference in an online delivery course compared to the on-campus course. With respect to the age of the student, it was discovered the 22-30 year old category performed better in a traditional course than an online course. It was also discovered there was no significant difference between the delivery methods and the students cumulative GPA. A student's cumulative GPA (at the time they took the course) appeared to be a factor in predicting student performance in a course. On the other hand, 14% of the students earned a grade higher than their current grade point average in both online and face-to-face courses. Results of this study were consistent with findings discovered in the literature and showed students perform equally as well in the traditional and online delivery methods.
Book Synopsis COMPARING STUDENTS' LEARNING OUTCOMES AND SATISFACTION IN ONLINE, HYBRID AND FACE-TO-FACE EDUCATION COURSES by : Lori Bailey
Download or read book COMPARING STUDENTS' LEARNING OUTCOMES AND SATISFACTION IN ONLINE, HYBRID AND FACE-TO-FACE EDUCATION COURSES written by Lori Bailey and published by . This book was released on 2020 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The this study examined courses taught within a single College of Education over six semeters to compare face-to-face, hybrid, and online instructional methods as related to student achievement, persistence, and satisfaction. Additionally, a comparison of key student characteristics including sex, race/ethnicity, and residency status was conducted. This study extends the existing literature supporting "no meaningful significant difference" between instructional delivery methods by specifically focusing on courses of similar curriculum as offered within the specific discipline of educational studies. The results reinforce that administrators and instructors should continue to expand access to courses through the flexibility of online and hybrid learning. However, as programs expand their course offerings, further investigation is warranted into the barriers to hybrid and online learning for certain groups of educational studies students within this institution, including women, Asians, and out-of-state residents.
Book Synopsis Student Perceptions of Quality and Satisfaction in Online Education by : Jill M. Simpson
Download or read book Student Perceptions of Quality and Satisfaction in Online Education written by Jill M. Simpson and published by . This book was released on 2012 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine student perceptions of quality and satisfaction in regionally accredited online courses. This study intended to answer the following four research questions (1) Is there a significant difference in levels of student satisfaction between online courses that have undergone a systematic faculty peer review process and online courses that have not undergone a systematic faculty peer review process?; (2) Is there a significant difference in levels of student satisfaction between online courses that have not undergone a systematic faculty peer review process but are affiliated with a peer review program and online courses that have no affiliation with a peer review program?; (3) Which factors of quality instruction most directly relate to increased levels of student satisfaction in online courses that have been faculty peer reviewed?; and (4) Which factors of quality instruction most directly relate to increased levels of student satisfaction in online courses that have not been faculty peer reviewed but are affiliated with a peer review program? A total of 157 responses (out of 1,774 solicited) were obtained from the student satisfaction questionnaire, which is a 9% student response rate. A total of 7 responses (out of 54 solicited) were obtained from the course designer questionnaire, which is a 13% course designer response rate. Results of the study confirmed with statistical significance that students who were more comfortable with distance learning reported higher satisfaction with their online course. Results of the study also indicated that online courses that have undergone a formal peer review may lead to higher student satisfaction in the course. Surprisingly, however, results also indicated that courses that have not undergone a formal peer review but that are offered at institutions that are subscribed to a peer review program may lead to lower student satisfaction of the course. Both of these results were non-significant. The researcher recommends striving for statistical significance in future research by using a larger sample size. Additionally, the researcher recommends future research regarding the correlation of student satisfaction to peer review subscriptions, even without a formal peer review.
Book Synopsis Comparing Perceived College Persistence Between Students Taking Online Or Residential Dual Enrollment in High School by : Dustin Joseph Miller
Download or read book Comparing Perceived College Persistence Between Students Taking Online Or Residential Dual Enrollment in High School written by Dustin Joseph Miller and published by . This book was released on 2019 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment and online education are two factors of education that have become prevalent over the past decade. This rapid growth has resulted in higher attendance rates, but also higher dropout rates. It is the students' persistence to graduation that demands the attention of all stakeholders. There is an abundance of research showing the value of dual enrollment leading to student success at the collegiate level, but the purpose of this study is to differentiate between online and residential dual enrollment. This study used a causal comparative design to compare the two group means of first-year residential college students taking online dual enrollment courses or residential dual enrollment courses in high school. The research took place at a faith-based university. A survey was sent out to over 4,000 first-year residential students, creating a sample size of 222 students after removing unqualified participants. A t-test was used to determine that there was no significant difference in favorability scores between students taking online dual enrollment and residential dual enrollment. Prior research shows that the location of learning does not drastically affect the outcome, which is also the result of this study. It is apparent that the differences between online and face-to-face interaction continue to decrease with the advancement of technology. For future research, it is recommended to follow students through to graduation, as this study only looks at the favorability scores from an instrument predicting the likelihood to persist.
Book Synopsis Theoretical Principles of Distance Education by : Desmond Keegan
Download or read book Theoretical Principles of Distance Education written by Desmond Keegan and published by Routledge. This book was released on 2005-08-15 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to UNESCO statistics, 10 million of the world's 600 million students study at a distance. Theoretical Principles of Distance Education seeks to lay solid foundations for the education of these students and for the structures within which they study. As a more industrialised form of education provision, distance education is well adapted to the use of new communication technologies, and brings to education many of the strengths and dangers of post-industrialism. The central focus of the study of distance education is the placing of the student at home or at work and the justification of the abandonment in this form of education of interpersonal, face-to-face communication, previously considered to be a cultural imperative for education in both east and west. This book explores the problems that distance education poses to the theorist, bringing together an international team of distance educators to address these issues for the first time in a systematic way. The team comprises theoreticians, administrators, experts in educational technology and adult education, experts in learning from video machines, from computers and other forms of technology. Contributions from Italy, and Scandinavia contrast with viewpoints provided by scholars from the US, Canada, Australia, and the UK.
Book Synopsis Student Satisfaction in Traditional, Online, and Hybrid Continuing Education Courses by : Leah Flores Goerke
Download or read book Student Satisfaction in Traditional, Online, and Hybrid Continuing Education Courses written by Leah Flores Goerke and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructors at a provider of military continuing education courses transitioned traditional classroom leadership courses to fully online and hybrid formats that combined online and face-to-face instruction. No evaluation of student satisfaction during the transition was conducted using research-based practices. The purpose of this mixed methods research study was to examine student satisfaction of traditional, hybrid and online delivery of two military continuing education courses using research-based practices. This empirical study was grounded in Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson's adult learning theory as well as Terry Anderson's and Gilly Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of two military continuing education courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences.--Provided by publisher.
