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ERIC Number: EJ1090868
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
Lim, Janine M.
International Review of Research in Open and Distributed Learning, v17 n1 p159-179 Jan 2016
A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses.
Descriptors: Distance Education, Electronic Learning, Online Courses, Higher Education, Sequential Learning, Technology Uses in Education, Curriculum Design, Instructional Design, Correlation, Undergraduate Students, Individualized Instruction, Pacing, Academic Persistence, Student Behavior, Learner Controlled Instruction, School Holding Power
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A