You are here:

Differences by Course Discipline on Student Behavior, Persistence, and Achievement in Online Courses of Undergraduate General Education
ARTICLE

, ,

Journal of College Student Retention Volume 10, Number 1, ISSN 1521-0251

Abstract

This research empirically examined student behavior in online courses and its relationship to persistence and achievement across fields. Eight variables descriptive of student behaviors online were measured for 1) frequency and 2) duration of participation. Twenty-two courses were grouped into three broad fields: English and Communication; Social Sciences; and Math, Science, and Technology. The descriptive data revealed significant differences in student online participation, persistence, and achievement across the fields. Multiple regression analyses were used to evaluate how well student participation measures predicted achievement. Depending on the field, different portions of the variability in achievement were accounted for by student participation measures. (Contains 1 figure and 7 tables.)

Citation

Finnegan, C., Morris, L.V. & Lee, K. (2009). Differences by Course Discipline on Student Behavior, Persistence, and Achievement in Online Courses of Undergraduate General Education. Journal of College Student Retention, 10(1), 39-54. Retrieved June 20, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.