Rochester Institute of Technology: Analyzing Student Success

Autor/inn/en	Fasse, Richard; Humbert, Joeann; Rappold, Raychel
Titel	Rochester Institute of Technology: Analyzing Student Success
Quelle	In: Journal of Asynchronous Learning Networks, 13 (2009) 3, S.37-48 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Academic Persistence; Online Courses; Educational Practices; College Instruction; Learner Engagement; Social Environment; Undergraduate Study; Case Studies; Program Effectiveness; Models; Program Descriptions; Computer Assisted Instruction; Electronic Learning; Distance Education; Web Based Instruction; Asynchronous Communication; Discussion (Teaching Technique); Student Surveys; Hearing Impairments; Special Needs Students; Blended Learning; On Campus Students; Computer Mediated Communication; New York + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Bildungspraxis; Hochschullehre; Soziales Umfeld; Grundstudium; Case study; Fallstudie; Case Study; Analogiemodell; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Web Based Training; Schülerbefragung; Hearing impairment; Hörbehinderung; Sonderpädagogischer Förderbedarf; Computerkonferenz
Abstract	RIT Online Learning courses have an overall course completion rate of 94%. For lower-division courses the rate is 92%, undergraduate 93%, and graduate 96%. In this case study we will share additional measurements we have used to monitor student success and describe strategies we have used to promote online discussion as a key component of effective online courses. We will share results from a large survey of our online students that shows the most interactive courses receive the most positive responses from students. The demographics of our online students have shifted to where almost half our online students are campus-based now. We believe our historical emphasis on interaction in our online courses is serving these new online students equally well, which suggests an important opportunity exists to expand online discussion to more campus-based courses. (Contains 6 figures.) (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10