Using course-level factors as predictors of online course outcomes

A multi-level analysis at a US urban community college

Datos Bibliográficos

ID4098273
AutoresClaire Wladis (0000-0003-3904-6113, Department of Mathematics, Borough of Manhattan Community College at the City University of New York, 199 Chambers St., New York, NY 10007, USA, autor de correspondencia), Katherine M Conway (0000-0003-3374-9678, Department of Business, Borough of Manhattan Community College at the City University of New York, 245 Greenwich St., New York, NY 10007, USA), Katherine Conway, Alyse C Hachey (0000-0001-6503-7283, Department of Teacher Education, Borough of Manhattan Community College at the City University of New York, 199 Chambers St., New York, NY 10007, USA)
Año2017
Volumen42
Número1
Páginas184-200
Fecha de publicación2017-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2015.1045478
OpenAlexW1541772887
IdiomaEN
Citas recibidas6
Referencias citadas35

Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-level modeling, and controlled for the effects of both instructor-level and student characteristics, to measure the relationship of course-level characteristics with successful completion of online and face-to-face courses. Elective courses, and to a lesser extent distributional course requirements, were significantly more likely to have a larger gap in successful course completion rates online versus face-to-face, when compared with major course requirements. Upper level courses had better course completion rates overall, but a larger gap in online versus face-to-face course outcomes than lower level courses

Attrition · Community college · Face-to-face · Higher education · Mathematics education · Medical education · Online course · Engineering · Higher Education Research Studies · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology