This paper, a subset of a larger experimental longitudinal study, compared students' perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students' perceptions were measured over eight years, in a course designed using Chickering's Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students' perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student's online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.
Aim/Purpose: Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Methodology: The paper develops a mathematical model to predict students who may dropout. The sample includes 555 freshmen in a non-profit private university. The study uses both descriptive statistics, such as cross tabulation, and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper. First, it identifies the dropout rates of each group, a finding that may be used to better allocate resources at higher education institutions. Second, it develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. Two major findings are the following: (1) Some of the resources designed to assist student are misallocated, and (2) Predictive models can be used to calculate the probability of a student dropping out. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Two, mathematical models may be used to predict dropout rates, the paper includes a model that predicted with 66.6% accuracy students who will dropout.
This study surveyed how students' backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade. Findings revealed that online education is as effective as F2F sessions and that learning has occurred. T he study found a significant difference of learning outcomes over time. And that adult student with some prior online experience performed better than those with no prior experience. Conclusions suggest that Adult students benefit more from taking online classes compared to traditional age students, and that computer competency helped improve performance in online classes over time. Additional analysis is needed to determine if there is a difference between the personality of students and their performance in online and F2F classes.
This longitudinal, quasi-experimental study investigated students' cognitive personality type using the Myers-Briggs personality Type Indicator (BMTI) in Internet-based Online and Face-toFace (F2F) modalities. A total of 1154 students enrolled in 28 Online and concurrent 32 F2F sections taught over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.
This study surveyed how students' backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade.Findings revealed that online education is as effective as F2F sessions and that learning has occurred. T he study found a significant difference of learning outcomes over time. And that adult student with some prior online experience performed better than those with no prior experience.Conclusions suggest that Adult students benefit more from taking online classes compared to traditional age students, and that computer competency helped improve performance in online classes over time. Additional analysis is needed to determine if there is a difference between the personality of students and their performance in online and F2F classes.
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