STUDENT CHARACTERISTICS THAT PREDICT PERSISTENCE AND PERFORMANCE IN ONLINE COURSES AND THE FACE-TO-FACE EQUIVALENTS AT A FOUR-YEAR PRIVATE NORTHEASTERN UNIVERSITY
STUDENT CHARACTERISTICS THAT PREDICT PERSISTENCE AND PERFORMANCE IN ONLINE COURSES AND THE FACE-TO-FACE EQUIVALENTS AT A FOUR-YEAR PRIVATE NORTHEASTERN UNIVERSITY
复制标题
预测四年制私立东北大学在线课程和面对面同等课程的学生坚持性和表现的特征
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Karen Zannini Bull
中科院分区：
文献类型：
--
作者：
Karen Zannini Bull
在线课程的流失越来越引起高等教育界的关注。许多研究人员和从业者担心在线课程中学生的坚持（课程完成）和表现（以 C 或更高的成绩完成课程）。这项研究调查了东北一所四年制私立大学的本科生特征，这些特征可以预测在线课程和面对面课程中学生的坚持和表现。样本由 2002 年秋季至 2013 年春季报名参加课程的本科生（42,280 名观察对象，25,167 名不重复的学生人数，这是人口中学生的实际人数）组成，无论授课形式如何。本研究试图确定本科生的特征，这些特征可以预测学生在在线课程和面对面课程中的坚持和表现，同时控制所有可用的制度变量，例如人口统计（年龄、性别、种族/族裔、和经济援助）和学业成绩（入读该机构之前的平均绩点、同时入学的课程以及数学和语言学术能力测试成绩）。使用多级建模检查学生特征。第一级分析是学生个人，第二级分析是学生就读的学院/学院。这项研究的结果好坏参半。没有提出因果关系。与该领域的许多文献一致，这项研究的结果一致表明，入学前的 GPA 可以预测学生在在线课程和面对面课程中的成功。工程与计算机科学学院和管理学院的学生更有可能在在线课程和面对面课程中取得成功（坚持并表现）。一直以来，那些将自己的种族/民族视为少数的学生在在线课程和面对面课程中取得成功的可能性较小。
Attrition in online courses is of growing concern in higher education. Many researchers and practitioners are concerned about student persistence (course completion) and performance (completion of a course with a grade of C or better) in online courses. This study investigated the undergraduate student characteristics that predict student persistence and performance in online courses and the face-to-face equivalents at a four-year private northeastern university. The sample consists of undergraduate students (42,280 observations, 25,167 unduplicated student headcount, which is the actual number of individual students in the population) who enrolled in courses, regardless of delivery format, from fall 2002 to spring 2013. This study attempted to identify the undergraduate student characteristics that predict student persistence and performance in online courses and the face-to-face equivalents while controlling for all available institutional variables such as demographics (age, gender, race/ethnicity, and financial aid) and academic performance (grade point average prior to enrollment at the institution, concurrent enrollment programs, and math and verbal scholastic aptitude test scores). The student characteristics were examined using multilevel modeling. The first level of analysis was the individual student and the second level of analysis was the academic school/college in which the student was enrolled. The findings of this study were mixed. No cause and effect claims were made. Aligning with much of the literature in this area, the results of this study consistently demonstrate that GPA prior to enrollment at the institution predicts student success in both online courses and the face-to-face equivalents. Students enrolled in the College of Engineering and Computer Science and the School of Management were more likely to succeed (persist and perform) in both online courses and the face-to-face equivalent. Consistently those students who identified their race/ethnicity as a minority, were less likely to succeed in online courses and the face-to-face equivalents.