Literaturnachweis - Detailanzeige
| Autor/inn/en | Friðriksdóttir, Kolbrún; Arnbjörnsdóttir, Birna |
|---|---|
| Titel | Tracking Student Retention in Open Online Language Courses [Konferenzbericht] Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015). |
| Quelle | (2015), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; School Holding Power; Academic Persistence; Open Education; Online Courses; Second Language Instruction; Data Collection; Indo European Languages; Outcomes of Education; Demography; Statistical Analysis; Blended Learning; Graduation Rate; Iceland |
| Abstract | Many scholars call for more diverse data on learners' behaviour in CALL (Colpaert, 2012; Fischer, 2007, 2012; Stockwell, 2012). Student retention and the inconclusive efficacy of online language courses (Gaebel, 2013) has received increased attention with the proliferation of MOOCs (Koller, Ng, Do & Chen, 2013). In this paper we introduce initial findings of tracking data over an eight year period on forty-three thousand learners' progression through the seven courses of "Icelandic Online," an open, guided online course in Icelandic as a second/foreign language. Preliminary findings indicate low course completion rates, from 2.4% to 18.2%, that vary across courses and seem to cluster around certain junctures in the course content. Results show that retention varies according to mode of delivery (Harker & Koutsantoni, 2005), with the blended learning mode (self-directed learning on campus with a tutor) as most effective in retaining students, followed by the distance learning mode (self-directed learning outside campus with a tutor). Retention is lowest among self-directed students learning outside the context of formal education. These findings raise questions about factors that motivate retention in online courses, which appear to be not only the modes of delivery but also the course content. [For full proceedings, see ED564162.] (As Provided). |
| Anmerkungen | Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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