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ERIC Number: EJ1063461
Record Type: Journal
Publication Date: 2004-Jan
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
A Comparison of Student Persistence and Performance in Online and Classroom Business Statistics Experiences
McLaren, Constance H.
Decision Sciences Journal of Innovative Education, v2 n1 p1-10 Jan 2004
As universities extend their distance education offerings to reach more time- and place-bound students, the degree to which online students are successful, as compared to their classroom counterparts, is of interest to accreditation review boards and others charged with assessment. Teaching faculty use information about the effectiveness of their instruction to evaluate and improve the learning experience. By comparing persistence and performance measures from the author's five semesters of online and traditional sections of a required undergraduate business statistics course, this paper provides evidence that while there are significant differences in persistence between the two cases, accomplishment of the learning objectives, as measured by the final grade in the course for those students who persist, is independent of the mode of instruction.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A