Rochester Institute of Technology: Analyzing Student SuccessReport as inadecuate




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Journal of Asynchronous Learning Networks, v13 n3 p37-48 Oct 2009

RIT Online Learning courses have an overall course completion rate of 94%. For lower-division courses the rate is 92%, undergraduate 93%, and graduate 96%. In this case study we will share additional measurements we have used to monitor student success and describe strategies we have used to promote online discussion as a key component of effective online courses. We will share results from a large survey of our online students that shows the most interactive courses receive the most positive responses from students. The demographics of our online students have shifted to where almost half our online students are campus-based now. We believe our historical emphasis on interaction in our online courses is serving these new online students equally well, which suggests an important opportunity exists to expand online discussion to more campus-based courses. (Contains 6 figures.)

Descriptors: Academic Persistence, Online Courses, Educational Practices, College Instruction, Learner Engagement, Social Environment, Undergraduate Study, Graduate Study, Case Studies, Program Effectiveness, Models, Program Descriptions, Computer Assisted Instruction, Electronic Learning, Distance Education, Web Based Instruction, Asynchronous Communication, Discussion (Teaching Technique), Student Surveys, Hearing Impairments, Special Needs Students, Blended Learning, On Campus Students, Computer Mediated Communication

Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher[at]sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main





Author: Fasse, Richard; Humbert, Joeann; Rappold, Raychel

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3963&id=EJ862354







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