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Autor/inCarter, Heather Marie
TitelA Longitudinal Data Analysis of Degree Attainment in Online Instructional Programs
Quelle(2019), (77 Seiten)
PDF als Volltext Verfügbarkeit 
D.Ed. Dissertation, Tarleton State University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN978-1-3921-6831-8
SchlagwörterHochschulschrift; Dissertation; Online Courses; Educational Attainment; Enrollment Trends; Comparative Analysis; Blended Learning; Academic Achievement; Longitudinal Studies; College Students; Correlation; Academic Degrees; Graduation; Outcomes of Education; Psychology; Conventional Instruction; Teaching Methods
AbstractOnline student enrollment has continually increased over the last 15 years, creating and perpetuating a demand for postsecondary institutions to continually offer more courses, as well as degree programs, online. However, this demand has also prompted differing attitudes towards online learning as being comparable and as rigorous as face-to-face learning. The purpose of this study is to compare degree attainment rates as a measure of student success in online and not wholly online (face-to-face and/or blended) degree programs, using longitudinal data from a national sample. Longitudinal data, collected from the National Center for Education Statistics via Beginning Postsecondary cohort 12/14, were analyzed to determine if relationships between degree type, degree attainment, course type, and degree program existed. The largest sample size available for analyzing any combination of relationships was 6,770 students. Chi-square and log-linear analyses indicated a significant interaction between course type, degree program, and degree attainment at p < 0.005. Results of the study indicated that online learning lends to similar student success, in terms of degree attainment, to learning that does not take place in a fully online environment. Additionally, in an analysis of specific program outcomes, students taking online psychology programs were more likely to finish the degree program than students not taking all online courses, p < 0.000. Implications and a rationale for online learning will be discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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