The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

Autor/in	Lim, Janine M.
Titel	The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 1, S.159-179 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Distance Education; Electronic Learning; Online Courses; Higher Education; Sequential Learning; Technology Uses in Education; Curriculum Design; Instructional Design; Correlation; Undergraduate Students; Individualized Instruction; Pacing; Academic Persistence; Student Behavior; Learner Controlled Instruction; School Holding Power + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Didaktische Sequenzierung; Lernsequenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Korrelation; Individualisierender Unterricht; Lerntempo; Student behaviour; Schülerverhalten
Abstract	A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01