AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS
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DOI：
10.24059/olj.v13i3.1657
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发表时间：
2019-01
期刊：
影响因子：
4
通讯作者：
Wallace E. Boston;S. Diaz;Angela M. Gibson;P. Ice;Jennifer C. Richardson;Karen Swan
中科院分区：
文献类型：
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作者：
Wallace E. Boston;S. Diaz;Angela M. Gibson;P. Ice;Jennifer C. Richardson;Karen Swan
随着在线课程的持续快速增长，对保留率的担忧也在增加。理解学生在面对面环境中的持久性的模型是建立良好的，然而，这些结构中的许多变量并不存在于在线环境中，或者它们以显着不同的方式表现出来。随着流失率显着高于面对面的程序，模型的发展，以解释在线保留被认为是势在必行。本研究通过探索探究社区框架的指标与学生持久性之间的关系，朝着这个方向发展。对28，000多份学生记录和调查数据的分析表明，重新入学的大量差异可以通过社会存在指标来解释。
As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.