ERIC Number: EJ1123474
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Using Course-Level Factors as Predictors of Online Course Outcomes: A Multi-Level Analysis at a US Urban Community College
Wladis, Claire; Conway, Katherine; Hachey, Alyse C.
Studies in Higher Education, v42 n1 p184-200 2017
Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-level modeling, and controlled for the effects of both instructor-level and student characteristics, to measure the relationship of course-level characteristics with successful completion of online and face-to-face courses. Elective courses, and to a lesser extent distributional course requirements, were significantly more likely to have a larger gap in successful course completion rates online versus face-to-face, when compared with major course requirements. Upper level courses had better course completion rates overall, but a larger gap in online versus face-to-face course outcomes than lower level courses.
Descriptors: Online Courses, Comparative Analysis, Educational Attainment, Conventional Instruction, Outcomes of Education, Intervention, Hierarchical Linear Modeling, College Faculty, Urban Schools, Two Year College Students, Student Characteristics, Teacher Characteristics, Elective Courses, School Holding Power, STEM Education, Difficulty Level, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Authoring Institution: N/A
Grant or Contract Numbers: N/A