Abstract of Capstone

Autor/in	Pack, Della F.
Titel	Abstract of Capstone
Quelle	(2013), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morehead State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-0449-2
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Technical Institutes; Computer Science Education; Introductory Courses; Online Courses; Grading; Academic Failure; Academic Persistence; Academic Achievement; Comparative Analysis; Demography; Student Characteristics; Success; Educational Improvement; School Holding Power; Kentucky + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Technische Fakultät; Computer science lessons; Informatikunterricht; Einführungskurs; Online course; Online-Kurs; Notengebung; Schulnote; Schulleistung; Demografie; Erfolg; Teaching improvement; Unterrichtsentwicklung
Abstract	At the end of the Fall 2011 semester at Big Sandy Community and Technical College (BSCTC) a comparison of grade patterns in multiple CIS 100-Introduction to Computers courses was analyzed. This analysis found online courses returned a higher failure rate than those taught in a classroom setting. Why was there a difference? Is the platform of choice for course content delivery causing their failure? Using CIS 100 courses as the primary source (base) for this study, research was conducted to identify patterns that may contribute to unsuccessful completion of online courses. Data were compared among all CIS 100 and other online courses delivered by BSCTC during the Fall, Spring, and Summer terms for a period of 3 academic years (2009-10, 2010-11, and 2011-12). A detailed analysis of success (pass, fail, or withdraw) comparisons, student demographics and other characteristic data guided this study. Further research in this study deliberated on strategies used by other higher education institutions to increase success rates in the online teaching venue, followed by recommendations for systematic changes for BSCTC. The expected outcome of this capstone was to provide BSCTC faculty with valuable research data that would entice them to compare their student success rates and to adapt new strategies recognized by others to provide an overall course development improvement strategy for their instructional success as well as the overall success rates for the college. Enhancing retention at BSCTC was the key element for conducting this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01