scholarly journals Virtual Classrooms: How Online College Courses Affect Student Success

2017 ◽  
Vol 107 (9) ◽  
pp. 2855-2875 ◽  
Author(s):  
Eric P. Bettinger ◽  
Lindsay Fox ◽  
Susanna Loeb ◽  
Eric S. Taylor
Keyword(s):  
Student Success ◽  
College Level ◽  
College Courses ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Local Average Treatment Effects ◽  
The University ◽  
Instrumental Variables Approach ◽  
Local Average ◽  
College Grades

Online college courses are a rapidly expanding feature of higher education, yet little research identifies their effects relative to traditional in-person classes. Using an instrumental variables approach, we find that taking a course online, instead of in-person, reduces student success and progress in college. Grades are lower both for the course taken online and in future courses. Students are less likely to remain enrolled at the university. These estimates are local average treatment effects for students with access to both online and in-person options; for other students, online classes may be the only option for accessing college-level courses. (JEL I23, I26)

Factors Influencing Students Intention to Take Web-Based Courses in a College Environment

2010 ◽  
pp. 1256-1267
Author(s):  
Hamid Nemati ◽  
Marcia Thompson
Keyword(s):  
Learning Style ◽  
Self Regulation ◽  
College Education ◽  
College Environment ◽  
College Level ◽  
College Courses ◽  
Online Classes ◽  
Web Based ◽  
Factors Influencing ◽  
University Setting

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed.

Factors Influencing Students Intention to Take Web-Based Courses in a College Environment

2011 ◽  
pp. 1-11
Author(s):  
Hamid Nemati ◽  
Marcia Thompson
Keyword(s):  
Learning Style ◽  
Self Regulation ◽  
College Education ◽  
College Environment ◽  
College Level ◽  
College Courses ◽  
Online Classes ◽  
Web Based ◽  
Factors Influencing ◽  
University Setting

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed. [Article copies are available for purchase from InfoSci-on-Demand.com]

A Participative and Individualized Laboratory: A Strategy for Increasing Student Success in College-Level Mathe Courses

2019 ◽  
pp. 581-586
Author(s):  
José A. Toro-Clarke
Keyword(s):  
Puerto Rico ◽  
Student Success ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pedagogical Practice ◽  
College Level ◽  
Research Paradigm ◽  
University Of Puerto Rico ◽  
The University ◽  
Math Problems

This research was carried out within a qualitative research paradigm. The objective was to observe, analyze and enrich pedagogical practice through the use of pedagogical learning strategies. The learning strategy was a participative and individualized laboratory carried out during a research project in a non-Traditional Laboratory (LnT, abbreviated in Spanish form). The primary aim of this research was to observe if the LnT assists the students and in this way maximizes success and knowledge in the Introductory Math course (MATE3001) on the University of Puerto Rico campus. The LnT contributed to: (1) students improved their study habits; (2) the students had greater participation in the solution of math problems, their practice and discussion; (3) they accepted that the research professor supervise their work as it was carried out and understood that the presence was for their benefit.

COVID-19, FORCING A TOUGH DECISION FOR THE OFFICE OF DECISION SUPPORT AT THE UNIVERSITY OF SOUTH FLORIDA

10.28945/4751 ◽  
2021 ◽  
Vol 6 ◽  
pp. 001-014
Author(s):  
JAMES J FARLEY
Keyword(s):  
Decision Support ◽  
Student Success ◽  
Leadership Team ◽  
South Florida ◽  
Academic Affairs ◽  
Online Classes ◽  
Best Interest ◽  
Spring Semester ◽  
The University ◽  
Academic Year

Dr. Valeria Garcia, AVP for the Office of Decision Support (ODS), at the University of South Florida (USF), a member of the Academic Affairs leadership team and has been involved in academic and student success continuation planning. Dr. Garcia was on track with scheduled planning for the 2020-21 Academic Year as her team of analysts prepare analyses, dashboards, and other analytical materials for constituents across the university. Mid-March 2020, an unexpected turn of events occurred, the “Black Swan”, as the COVID-19 pandemic that first hit China in December 2019, affected America. Very quickly, government bodies reacted to the pandemic, implementing tactics to control the spread of the virus. With a shift to online classes for the remainder of the spring semester and transition to fully online for the summer semester, USF leadership was challenged with pivoting decision-making with the best interest of the community in mind.

Ability of the Army GT Score to Predict College Grades

1969 ◽  
Vol 25 (1) ◽  
pp. 43-48 ◽  
Author(s):  
William Maxwell
Keyword(s):  
Predictive Validity ◽  
College Courses ◽  
Criterion Measure ◽  
Course Grades ◽  
College Course ◽  
The Relationship ◽  
College Grades

This study was designed to test the predictive validity of the U. S. Army's GT score with college course grades as the criterion measure. The 59 Ss had completed 196 college courses. The relationship between the GT score and grades earned was found to be significant.

scholarly journals A Project-Centric Curriculum Design

2011 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dennis Drinka ◽  
Minnie Yi-Miin Yen
Keyword(s):  
Student Success ◽  
Learning Community ◽  
Curriculum Design ◽  
Lessons Learned ◽  
Team Projects ◽  
Individual Project ◽  
The University ◽  
And Control ◽  
Small Team

Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.

scholarly journals CHALLENGES AND ADAPTABILITY OF LANGUAGE TEACHERS TOWARDS VIRTUAL CLASSROOMS DURING COVID 19

2021 ◽  
pp. 517
Author(s):  
Ketki Satpute
Keyword(s):  
Online Teaching ◽  
Graphical Representation ◽  
Sampling Technique ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Survey Method ◽  
College Level ◽  
Virtual Classrooms ◽  
Significant Difference ◽  
Rural Language

The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down.  To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic.  The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts.  The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2018 ◽  
pp. 2532-2544
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.

Measuring What Matters

2017 ◽  
pp. 268-282 ◽  
Author(s):  
Aaron Brower ◽  
Sandra Kallio ◽  
Rebecca Karoff ◽  
Mark Mailloux ◽  
David Schejbal
Keyword(s):  
Student Success ◽  
Strategic Management ◽  
Subject Matter ◽  
Academic Goals ◽  
Competency Based Education ◽  
Direct Assessment ◽  
Management Of Resources ◽  
Competency Based ◽  
The University ◽  
What Matters

This chapter demonstrates that competency-based education requires a different set of student success metrics, and introduces the metrics framework developed by and for the University of Wisconsin's UW Flexible Option (UW Flex). UW Flex is a direct assessment competency-based self-paced model for earning degrees and certificates from institutions in the UW System. It was supported by a grant from Lumina Foundation to develop a competency-based education blueprint for success and includes a set of student-centric metrics meaningful to the model, the curriculum, and the students who are being served in Flex programs. The framework defines student success as students moving through programs at their own pace, demonstrating mastery of subject matter, and meeting academic goals. Program-level metrics aggregate each of these three student-level metrics to provide useful information about the success of a program. The authors also build the case that strategic management of resources is required to overcome challenges inherent in implementing the UW Flexible Option metrics framework.

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