Literaturnachweis - Detailanzeige
| Autor/inn/en | Schultz, Bethany; Longnecker, Ryan |
|---|---|
| Titel | Bimodal Realities: Academic Achievement and Persistence of Traditional Undergraduate Students in Online Courses |
| Quelle | In: Journal of Educators Online, 19 (2022) 3, (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Undergraduate Students; General Education; Academic Achievement; Online Courses; Grades (Scholastic); College Credits; In Person Learning; Academic Persistence |
| Abstract | This study aimed to evaluate the academic success of traditional undergraduate students in online general education coursework. This quantitative study uses student grades and credit completion data to examine differences between online and face-to-face students and the extent of those differences. When comparing the two modalities, the findings indicate a significant difference between final course grades and no significant difference in persistence to course completion. We recommend that higher education institutions align outcomes for courses offered in multiple modalities and continue to provide various course modalities for the traditional undergraduate student population. (As Provided). |
| Anmerkungen | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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