國立虎尾科技大學 |

A Study of the Relationship of Online Course Factors and Passing or Failing an Online Course.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Study of the Relationship of Online Course Factors and Passing or Failing an Online Course./
作者:	Witt, Sharon R.
面頁冊數:	1 online resource (143 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9780355470796

A Study of the Relationship of Online Course Factors and Passing or Failing an Online Course.
Witt, Sharon R.

A Study of the Relationship of Online Course Factors and Passing or Failing an Online Course. - 1 online resource (143 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (D.Ed.)--Capella University, 2017.

Includes bibliographical references

The purpose of this descriptive quantitative study was to ascertain if there was a relationship between passing or failing of an online course for Midwestern community college students and the factors defined as course aspects (online format, dates of course, directions for course, and due dates of homework), interaction, personal concerns, registration, and technology. A small number of studies have focused upon Midwest students and this study attempted to further the knowledge base related to them. This study enhanced the opportunity of sharing the learner's opinions and attitudes about online course completion through a medium other than an end-of-course evaluation. To determine reasons that impede students from being successful, the following question formed the basis of the study: Is there a relationship between passing or failing an online course for Midwestern community college students and their perceptions of the course factors defined as course aspects, interaction, personal concerns, registration, and technology? This descriptive quantitative study employed an anonymous Likert-scaled online survey based off what Fetzner used in her longitudinal study of a large community college in New York. The population consisted of students enrolled in an online course at two multi-campus Midwestern community colleges during 2015 and 2016. Simple descriptive statistics, a median split, and chi square analysis along with the phi coefficient were computed with the survey data. Due to the minimal response rate ( N = 29), outcomes are limited. Results of the study indicated that interaction is positively related to course completion (p = .07 and phi = .4976); all other variables studied showed a minuscule relationship to passing of an online course. Midwest community college students who take an online course were not found to be significantly like or different from other community college students taking an online course elsewhere in the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355470796Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

A Study of the Relationship of Online Course Factors and Passing or Failing an Online Course.
LDR:03135ntm a2200313K 4500 001 913582
005 20180618095117.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355470796
035 $a (MiAaPQ)AAI10639901
035 $a (MiAaPQ)capella:19888
035 $a AAI10639901
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Witt, Sharon R. $3 1186481
245 1 2 $a A Study of the Relationship of Online Course Factors and Passing or Failing an Online Course.
264 0 $c 2017
300 $a 1 online resource (143 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Harry G. Walling.
502 $a Thesis (D.Ed.)--Capella University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this descriptive quantitative study was to ascertain if there was a relationship between passing or failing of an online course for Midwestern community college students and the factors defined as course aspects (online format, dates of course, directions for course, and due dates of homework), interaction, personal concerns, registration, and technology. A small number of studies have focused upon Midwest students and this study attempted to further the knowledge base related to them. This study enhanced the opportunity of sharing the learner's opinions and attitudes about online course completion through a medium other than an end-of-course evaluation. To determine reasons that impede students from being successful, the following question formed the basis of the study: Is there a relationship between passing or failing an online course for Midwestern community college students and their perceptions of the course factors defined as course aspects, interaction, personal concerns, registration, and technology? This descriptive quantitative study employed an anonymous Likert-scaled online survey based off what Fetzner used in her longitudinal study of a large community college in New York. The population consisted of students enrolled in an online course at two multi-campus Midwestern community colleges during 2015 and 2016. Simple descriptive statistics, a median split, and chi square analysis along with the phi coefficient were computed with the survey data. Due to the minimal response rate ( N = 29), outcomes are limited. Results of the study indicated that interaction is positively related to course completion (p = .07 and phi = .4976); all other variables studied showed a minuscule relationship to passing of an online course. Midwest community college students who take an online course were not found to be significantly like or different from other community college students taking an online course elsewhere in the United States.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Capella University. $b Education. $3 1148690
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10639901 $z click for full text (PQDT)