How do online course design features influence student performance?

Abstract

Given the rapid growth in online coursework within higher education, it is important to establish and validate quality standards for these courses. While many online learning quality rubrics do exist, thus far there has been little empirical evidence establishing a clear link between specific course design features and concrete, student-level course outcomes. In the current study, the authors develop an online course design assessment rubric that includes four areas, and explore the impact of each area on student end-ofsemester performance in 23 online courses at two community colleges. The results indicate that the quality of interpersonal interaction within a course relates positively and significantly to student grades. Additional analyses based on course observation and interview data suggest that frequent and effective student-instructor interaction creates an online environment that encourages students to commit themselves to the course and perform at a stronger academic level.

Efectos de un sistema de aprendizaje tutorial online en profesorado tutor y de apoyo de las Islas Canarias para la instrucción temprana de las matemáticas en población de riesgo

“…Numerosos estudios han comparado los efectos de los programas online frente a los presenciales (i.e., Bernard et al, 2004;Jaggars y Xu, 2016). En el caso de las matemáticas, Russell, Kleiman, Carey y Douglas (2009) compararon los efectos de un programa de matemáticas realizado de forma presencial frente al mismo programa realizado vía online, sobre las creencias pedagógicas, las prácticas de instrucción y la comprensión de la enseñanza del sentido numérico y conceptos matemáticos relacionados, sin encontrar diferencias entre ambos, aunque los profesores que participaron en el curso online mostraron mayor interés por participar de nuevo en otros programas de formación.…”

Teaching strategies that enhance the educational success of community college online students

“…This underperformance is even more prevalent in community college online education (Jaggars & Xu, 2016;Capra 2014Capra , 2011Moore & Kearsley, 2012). Although states, institutions, and foundations have invested resources to improve student success, their efforts have not substantially improved course completion rates (Tinto, 2011).…”

“…Although the statistical data about the overall enrollments in Massachusetts community colleges online education are sparse, this researcher found that online enrollment at these institutions has grown from 16,273 to approximately 20,261since the fall of 2012 (National Center for Education Statistics, 2014). Despite a continuous growth in online enrollment, student success and pass rates are declining (Jaggars & XU, 2016;Fishman 2015;Johnson & Mejia, 2014) at both local and national levels.…”

“…Researchers suggest that community college students are dependent on teachers for instructions yet rarely interact with their teachers or peers (Jaggars & Xu, 2016;Juszkiewicz 2015;Jaggars 2013;Harvill et al, 2013). Community colleges must focus on improving the educational success of their online students by incorporating appropriate teaching strategies in online courses to improve students' online learning skills in addition to enhancing their academic efficiency and ultimately, their success.…”

“…Thus far, only a limited amount of research has focused on the effectiveness of online teaching for student success, especially at the community college level (Lokken & Mullins, 2015;Johnson, Mejia, & Cook, 2015Capra, 2014;Johnson & Berge, 2012;Jaggars & Xu, 2011). Researchers interested in online student retention, success rates, and any other aspects of the higher education have primarily focused on four-year colleges and universities, due to their research-oriented environment, availability of research funding, graduate work, and other resources (Jaggars & Xu, 2016;Meyer, 2014;Hixon, Barczyk, Buckenmeyer, & Feldman, 2011). Funding for individual research at community colleges is difficult to acquire because these colleges are not viewed as research institutions; they have limited financial resources; and they are dependent on government grants.…”