Community College Online Course Retention and Final Grade: Predictability of Social Presence

Autor/inn/en	Liu, Simon Y.; Gomez, Joel; Yen, Cherng-Jyh
Titel	Community College Online Course Retention and Final Grade: Predictability of Social Presence
Quelle	In: Journal of Interactive Online Learning, 8 (2009) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Community Colleges; Online Courses; Distance Education; Social Networks; Social Psychology; Academic Persistence; Withdrawal (Education); Grade Point Average; Predictor Variables; Questionnaires; Academic Records; Regression (Statistics); Aptitude Treatment Interaction; Academic Achievement; Social Environment; Maryland + Suchen Sie Ihr Suchwort? Community college; Community College; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Social network; Soziales Netzwerk; Sozialpsychologie; Kursabbruch; Prädiktor; Fragebogen; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Regression; Regressionsanalyse; Schulleistung; Soziales Umfeld
Abstract	This study employed a quantitative research design to examine the predictive relationships between social presence and course retention as well as final grade in community college online courses. Social presence is defined as the degree of one's feeling, perception and reaction to another intellectual entity in the online environment. Course final grades included A, B. C, D, F, I, or W. Course retention was defined as successfully completed a course with an A to C grade. The results of the binary and ordinal logistic regression analyses suggest that social presence is a significant predictor of course retention and final grade in the community college online environment. Two effective interventions are recommended: establishing integrated social and learning communities; and building effective blended learning programs. (Contains 8 tables.) (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10