Using course-level factors as predictors of online course outcomes
A multi-level analysis at a US urban community college
Bibliographic Data
| ID | 4098273 |
|---|---|
| Authors | Claire 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, corresponding author), 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) |
| Year | 2017 |
| Volume | 42 |
| Issue | 1 |
| Pages | 184-200 |
| Publication date | 2017-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2015.1045478 |
| OpenAlex | W1541772887 |
| Language | EN |
| Citations received | 6 |
| References cited | 35 |
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
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Logistic Regression
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |