Institutional Marketing Approaches, Student Decision Points, and Motivational Factors Affecting Student Decisions to Participate in Summer Session and Attend a Particular Institution

Fish, Donna M.; Kowalik, Thomas F.

doi:10.5203/sa.v6i0.367

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Some reports indicate that students who take courses over the summer, when courses are accelerated to fit into a shorter time period, perform worse than students that take them during full length fall or spring semesters ( Kretovics et al, 2005 ). Other reports indicate that students taking courses in the summer perform better due to decreased overall course loads, less course material, and smaller class sizes that allow for more student–professor interactions in the summer as compared with full fall or spring semesters ( Allen et al, 1982 ; Lombardi et al, 1992 ; Fish and Kowalik, 2009 ; Fischer et al, 2020 ). However, most reports indicate that there are no differences between summer courses and standard spring or fall semester courses ( Scott, 1995 ; Anatasi, 2007 ; Huntington-Klein and Gill, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

The effects of course format, sex, semester, and institution on student performance in an undergraduate animal science course

Vinyard

Peñagaricano

Faciola

2022

Translational Animal Science

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The transition of courses from in-person to an online format due to the COVID-19 pandemic could have potentially affected overall student performance in lecture-based courses. The objective of this case study was to determine the impact of course format, as well as the effects of student sex, time of year at which the course was taken, and the institution it was taken at on student performance in an undergraduate animal science course. The course used for this study was taught at two institutions (University of Florida; UF and University of Nevada, Reno; UNR) over seven years (2014-2017 at UNR and 2018-2021 at UF). Student performance (n = 911) was evaluated using both quizzes and exams from 2014 through the spring semester 2020 and only exams were used for summer and fall semesters of 2020 and the spring and summer semesters of 2021. The final score (out of 100%) for each student was used to evaluate student performance. In addition, students were classified as high performing students if they scored ≥ 95% and low performing students if they scored ≤ 70%. The variables that were evaluated were the effects of semester (spring, summer, or fall), institution (UF or UNR), sex (male or female), number of teaching assistants (TAs; 0 to 13), and course format (online or in-person). The course was taught in-person at UNR and in-person and online at UF. The spring semester of 2020 was taught in-person until March but was switched to online approximately nine weeks after the semester started and was considered an online semester for this analysis. As the course was only taught online at UF, the variable course format was assessed using UF records only. Data was analyzed using both linear models and logistic regressions. The probability that students were high performing was not affected by sex or institution. Interestingly, both fall semester, and the online format had a positive, desirable effect on the probability that students were high performing. The probability that students were low performing was not affected by sex. However, if a student performed poorly in the class, they were more likely to have taken the course at UNR, or at UF with many TAs. Thus, student performance was impacted by changing the course format, as well as institution, the number of TAs, and the semester in which the course was taken.

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Section: Resultsmentioning

confidence: 99%

The effects of course format, sex, semester, and institution on student performance in an undergraduate animal science course

Vinyard

Peñagaricano

Faciola

2022

Translational Animal Science

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“…Although various studies (Alexander, 1997;Doane, 2003;Doane & Pusser, 2005;Fish & Kowalik, 2009;Martin, 1996;Taylor & Doane, 2003) have been conducted of students' summer course needs and preferences, little has been published about the types of data used and the factors influencing institutions' planning and decision-making processes for selecting summer course offerings.…”

Section: Determining Summer Session Needs More Accurately Begins Withmentioning

confidence: 99%

“…Integrating the planning of summer session into the traditional two-and four-year academic plans has become a crucial element for matriculating students, as institutions carefully consider the accessibility and affordability of higher education (Fish & Kowalik, 2009). In addition, aligning resources for summer session to the true needs of the students can be quite challenging as faculty might continue to focus on past practices that could have been based on faculty desires rather than students' needs.…”

Section: Determining Summer Session Needs More Accurately Begins Withmentioning

confidence: 99%

Determining Summer Session Needs More Accurately Begins with Communication

Wilson¹,

Lindsey²

2013

Summer acad

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The literature includes various studies that address students' summer course needs and preferences, but little has been published about the types of data used and the factors influencing institutions' planning and decision-making processes for summer session. The purpose of this study was to conduct a needs assessment that would result in the development of a model to help institutions identify and acquire the necessary data to determine the summer course needs of students. The study, conducted at Illinois State University, included both quantitative historical data and qualitative data derived from focus groups with department chairpersons and advisers, who are familiar with student needs and other contributing factors that may affect summer session. The focus group data were analyzed and various themes emerged, but the results did not produce a distinct formula for addressing summer course offerings. Instead, using the needs assessment process as a theoretical framework led to the identification of a strategic communications plan that addresses core elements of summer session planning as the program's most eminent need.

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Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes

Fischer

Xu²,

Rodrı́guez

et al. 2020

The Internet and Higher Education

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Institutional Marketing Approaches, Student Decision Points, and Motivational Factors Affecting Student Decisions to Participate in Summer Session and Attend a Particular Institution

Cited by 3 publications

References 4 publications

The effects of course format, sex, semester, and institution on student performance in an undergraduate animal science course

The effects of course format, sex, semester, and institution on student performance in an undergraduate animal science course

Determining Summer Session Needs More Accurately Begins with Communication

Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes

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