Best Practices in Predicting and Encouraging Student Persistence and Achievement Online

Autor/inn/en	Morris, Libby V.; Finnegan, Catherine L.
Titel	Best Practices in Predicting and Encouraging Student Persistence and Achievement Online
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 10 (2009) 1, S.55-64 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Distance Education; Computer Uses in Education; Student Attitudes; Academic Persistence; School Holding Power; Online Courses; Undergraduate Students; Teaching Methods; Student Characteristics; Satisfaction; High School Students; Teacher Student Relationship; Educational Environment; Student Behavior; Academic Achievement; Computer Mediated Communication; Student Participation; Grade Point Average; Mathematics Achievement; College Faculty + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Computernutzung; Schülerverhalten; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Zufriedenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schulleistung; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fakultät
Abstract	Four research studies of students and faculty engaged in fully online undergraduate courses are analyzed to generate best practices for teaching and learning online. These studies investigated the relationship of student background variables and online behaviors to student persistence and achievement in the online environment. Over 500 students enrolled in lower division, undergraduate courses offered online were included in the analyses. The courses were designed by faculty and instructional design experts and met standards of quality course design established by the offering colleges and universities. By combining the results of the study, guidelines for advising students and faculty for success in the online environment emerged. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10