Online Learning Efficacy Research Database

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A comparison of student persistence and performance in online and classroom business statistics experiences.
McLaren, C. H.
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, … [more]
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. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2003, Decision Sciences Journal of Innovative Education, 2(1), 1-10.
  |   Business Statistics  |   Traditional, Web-facilitated, Fully online  |   41 Undergraduate
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This Ecampus Research Unit project is a searchable resource of academic studies of education efficacy across modalities. Filter by discipline or journal to find research in your subject area of interest. View overview or read the FAQ.

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