Student Electronic Textbook Reading Profiles and Retention
HanYong Ng, Elena Gitin, David Niemi, Bror Saxberg, Kaplan, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Student retention is often regarded as one of the most important performance indicators for an educational program. While enrollment in online courses significantly outpaces the growth in total higher education student population, student retention in online programs continues to present a challenge to educators. Dropout rates in online courses are on average 20% higher than in face-to-face model. The purpose of this study is to investigate the relationship between students’ online textbook reading behavior and their subsequent retention in the course, as well as to develop a framework for modeling and understanding student engagement and performance in an online course. Student reading engagement types are constructed using Latent Class Analysis. We demonstrate that quantitative models can be used to group student into classes that have distinct behaviors and performance characteristics.
Ng, H., Gitin, E., Niemi, D. & Saxberg, B. (2016). Student Electronic Textbook Reading Profiles and Retention. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 317-325). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)