scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

Flying SOLO for Student Success

2015 ◽  
pp. 244-265
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals A Large Sample Comparison of Grade Based Student Learning Outcomes in Online vs. Face-to-Face Courses

2015 ◽  
Vol 19 (2) ◽  
Author(s):  
Joseph Cavanaugh ◽  
Stephen J Jacquemin
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Online Courses ◽  
Cumulative Effect ◽  
Small Samples ◽  
Education Professionals ◽  
Face To Face ◽  
Course Format

Comparisons of grade based learning outcomes between online and face-to-face course formats have become essential because the number of online courses, online programs and institutional student enrollments have seen rapid growth in recent years. Overall, online education is largely viewed by education professionals as being equivalent to instruction conducted face-to-face. However, the research investigating student performance in online versus face-to-face courses has been mixed and is often hampered by small samples or a lack of demographic and academic controls. This study utilizes a dataset that includes over 5,000 courses taught by over 100 faculty members over a period of ten academic terms at a large, public, four-year university. The unique scale of the dataset facilitates macro level understanding of course formats at an institutional level. Multiple regression was used to account for student demographic and academic corollaries—factors known to bias course format selection and grade based outcomes—to generate a robust test for differences in grade based learning outcomes that could be attributed to course format. The final model identified a statistical difference between course formats that translated into a negligible difference of less than 0.07 GPA points on a 4 point scale. The primary influence on individual course grades was student GPA. Interestingly, a model based interaction between course type and student GPA indicated a cumulative effect whereby students with higher GPAs will perform even better in online courses (or alternatively, struggling students perform worse when taking courses in an online format compared to a face-to-face format). These results indicate that, given the large scale university level, multi course, and student framework of the current study, there is little to no difference in grade based student performance between instructional modes for courses where both modes are applicable.

scholarly journals Correlation between Grades Earned and Time in Online Courses

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Lin Carver ◽  
Keya Muhkerjee ◽  
Robert Lucio
Keyword(s):  
Online Education ◽  
Graduate Education ◽  
Student Performance ◽  
Learning Analytics ◽  
Online Courses ◽  
Course Delivery ◽  
Education Students ◽  
Insight Into ◽  
Specific Letter ◽  
Synchronous Online

Online education is rapidly becoming a significant method of course delivery in higher education. Consequently instructors are analyzing student performance in an attempt to better scaffold student learning. Learning analytics can provide insight into online students’ course behaviors. Archival data from 167 graduate level education students enrolled in 4 different programs and 9 different online courses was analyzed in an attempt to determine if there was a correlation between their grades and the time spent in specific areas within the course: the total time within the course, the course modules, document repository, and synchronous online sessions. Data was analyzed by total time in course, time in modules, time in document repository, and time in the online synchronous discussions as well as by program. Time spent in each component did not correlate with the specific letter grade, but did correlate with earning an A or not earning an A. The sample was composed of students from four different graduate education programs: Educational Leadership, Reading, Instructional Design, and Special Education. Variations were found between programs, but the differences did not significantly correlate with the grade earned in the course. A logical progression revealed that of all the predictor variables, only time spent in synchronous online sessions showed as a significant predictor of receiving an A in the course. This is important information for instructor when providing scaffolding for students.

scholarly journals SETONWORLDWIDE: A CASE STUDY OF STUDENT SUCCESS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Philip DiSalvio
Keyword(s):  
Online Education ◽  
Student Success ◽  
Online Courses ◽  
Course Completion ◽  
Success Rates ◽  
Strategic Model

This case study offers a strategic model of methods and services resulting in relatively high student success rates as defined by course completion of introductory first and second semester online courses. This strategic model is presented in the context of Sloan-C's Five Pillars of Quality Online Education.

scholarly journals Strategies to Increase Online Student Success for Students with Disabilities

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Alex Cohen ◽  
Daniel Veit ◽  
Henry C. Alphin ◽  
Chanel Broadus
Keyword(s):  
Online Education ◽  
Student Success ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Online Courses ◽  
Online Classroom ◽  
Online Programs ◽  
Online Student ◽  
Certificate Programs ◽  
Teaching Learning

Online education provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be a key component of online program development since this can have a profound affect on student engagement in and outside of the online classroom, academic performance, and completion rates. This article provides a unique perspective on accessibility in online education. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience., and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component within faculty development to ensure accessibility goes beyond the Office of Disability Services and becomes an integral part of online teaching, learning, and assessment.

scholarly journals Front Line Strategies for Improving Student Success in Online Education

2019 ◽  
pp. 167-176
Author(s):  
Abour H. Cherif ◽  
Gerald Adams ◽  
Jennifer D. Harris ◽  
Farahnaz Movahedzadeh ◽  
Margaret Martyn ◽  
...  
Keyword(s):  
Online Education ◽  
Student Success ◽  
Course Design ◽  
Online Courses ◽  
Online Classes ◽  
Faculty Perspectives ◽  
Front Line ◽  
Faculty Teaching ◽  
Design Resources ◽  
The Impact

Faculty teaching both onsite and online courses have unique insights into how each modality can be implemented to be most effective for student learning. In their online classes where students might be more likely to struggle, these faculty are continually looking for methods and strategies to help their students learn the material more effectively. A survey was conducted with 174 faculty that teach both onsite and online to gather ideas on why online courses often have lower success than onsite courses. While overall results of this survey are provided in “Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning” (Cherif et al., 2019), this study leverages the free responses provided in the survey where faculty provided details on their specific strategies to help their online students. These strategies touched on nearly every aspect of online instruction, including course design, resources for students, student characteristics, teaching strategies, student engagement, and assessments. By sharing these strategies, other faculty can consider what might be impactful for their online classes and students, study the impact and continue to improve online education worldwide.

Developing and Sustaining Online and Distance Education Programs in Health and Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 217-220 ◽  
Author(s):  
Paul Keiper ◽  
Richard B. Kreider
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Success ◽  
Sport Management ◽  
Online Courses ◽  
Online Course ◽  
Master's Program ◽  
Education Programs ◽  
Support Students

Online education has become an increasingly popular means of delivering educational programs in health and kinesiology. It has helped departments meet increasing enrollment demands and provided additional resources that support students and faculty. A number of challenges, however, are associated with developing these types of programs. The purpose of this paper is to discuss some of the issues that Texas A&M University has experienced in developing extensive online courses and distance education programs. The paper discusses methods and models employed to develop online and distance programs in health and kinesiology and provides a case study of some of the opportunities and challenges that the Sport Management Division experienced in developing an online master's program. Issues related to efficacy, management, funding, and student success are discussed. Health and kinesiology administrators should consider these issues as they look to develop or grow online course offerings in the discipline.

Flying SOLO for Student Success

2016 ◽  
pp. 2025-2046
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

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