The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data

Autor/inn/en	Ice, Phil; Diaz, Sebastian; Swan, Karen; Burgess, Melissa; Sharkey, Mike; Sherrill, Jonathan; Huston, Dan; Okimoto, Hae
Titel	The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data
Quelle	In: Journal of Asynchronous Learning Networks, 16 (2012) 3, S.63-86 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	School Holding Power; Institutions; Electronic Learning; Distance Education; Online Courses; Enrollment; Statistical Analysis; Outcomes of Education; Accountability; Educational Technology; Higher Education; Regression (Statistics); Hypothesis Testing; Sample Size; Evaluation + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Einschulung; Statistische Analyse; Lernleistung; Schulerfolg; Verantwortung; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Regression; Regressionsanalyse; Hypothesenprüfung; Hypothesentest; Evaluierung
Abstract	Despite high enrollment numbers, postsecondary completion rates have generally remained unchanged for the past 30 years and half of these students do not attain a degree within six years of initial enrollment. Although online learning has provided students with a convenient alternative to face-to-face instruction, there remain significant questions regarding online learning program quality, particularly when considering patterns of student retention and progression. By aggregating student and course data into one dataset, six postsecondary institutions worked together toward determining factors that contribute to retention, progression, and completion of online learners with specific purposes: (1) to reach consensus on a common set of variables among the six institutions that inform student retention, progression and completion; (2) to explore advantages and/or disadvantages of particular statistical and methodological approaches to assessing factors related to retention, progression and completion. In the relatively short timeframe of the study, 33 convenience variables informing retention, progression, and completion were identified and defined by the six participating institutions. This initiative, named the Predictive Analytics Reporting Framework (PAR) and the initial statistical analyses utilized are described in this paper. (Contains 3 figures and 1 table.) (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