Retention, Progression and the Taking of Online Courses
Retention, Progression and the Taking of Online Courses
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在线课程的保留、升读和学习
DOI：
10.24059/olj.v20i2.780
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
C. Daston
中科院分区：
文献类型：
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作者：
Scott James;Karen Swan;C. Daston
在线学习在美国的高等教育机构继续增长，但许多人质疑其有效性，特别是对最有可能失败的学生。本文探讨了这一问题。它研究了最近对参加在线课程的社区大学生的成功的研究，并使用通过预测分析报告（PAR）框架收集的656，258名学生记录进行了类似的比较。特别是，该研究调查了三种交付模式组的学生的保留率-学生只参加地面课程，学生只参加在线课程，以及学生在五所主要的地面社区学院，五所主要的地面四年制大学和四所主要的在线机构参加一些地面课程和一些在线课程。
结果显示，参加一些在线课程并没有导致参加PAR框架的主要是地面社区学院的学生的保留率较低。此外，虽然只参加在线课程的学生的保留率低于只参加实地课程或混合课程的类似学生，但大部分差异可以用外部因素来解释。基本上没有发现交付模式组之间的保留差异，主要是在地面四年制大学参加PAR框架注册的学生，而在主要参与在线机构，学生混合他们的课程被保留的几率略高于学生完全地面或完全在线课程。在这些机构中，没有发现后一组之间的差异。
保留的模式是相似的，无论性别的机构类别，并大多是相似的，无论佩尔助学金的地位，除了完全在线的学生在传统的社区学院。然而，年龄差异影响交付方式的影响。在主要是地面社区学院和主要是在线机构，只参加在线课程的年长学生的保留率高于只参加在线课程的年轻学生。结果表明，尽管媒体报道相反，采取在线课程不一定有害于学生的机会被保留，并可能提供课程，否则可能无法获得的机会，特别是对非传统的学生。
Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting (PAR) Framework. In particular, the research investigated retention rates for students in three delivery mode groups — students taking only onground courses, students taking only online courses, and students taking some courses onground and some courses online at five primarily onground community colleges, five primarily onground four-year universities, and four primarily online institutions.
Results revealed that taking some online courses did not result in lower retention rates for students enrolled in primarily onground community colleges participating in the PAR Framework. Moreover, although retention rates were lower for such students taking only online courses than for similar students taking only onground or blending their courses, much of the difference could be explained by extraneous factors. Essentially no differences in retention between delivery mode groups were found for students enrolled in primarily onground four-year universities participating in the PAR Framework, while at participating primarily online institutions, students blending their courses had slightly better odds of being retained than students taking exclusively onground or exclusively online courses. No differences between the latter groups were found at these institutions.
Patterns of retention were similar regardless of gender across institutional categories, and were mostly similar regardless of Pell grant status with the exception of fully online students at traditional community colleges. Age, however, did differentially affect delivery mode effects. Older students taking only online courses were retained at higher rates than younger students taking only online courses at both primarily onground community colleges and primarily online institutions. The results suggest that, despite media reports to the contrary, taking online courses is not necessarily harmful to students’ chances of being retained, and may provide course-taking opportunities that otherwise might not be available, especially for nontraditional students.