Online, Instructional Television and Traditional Delivery: Student Characteristics and Success Factors in Business Statistics

Autor/inn/en	Dotterweich, Douglas P.; Rochelle, Carolyn F.
Titel	Online, Instructional Television and Traditional Delivery: Student Characteristics and Success Factors in Business Statistics
Quelle	In: American Journal of Business Education, 5 (2012) 2, S.129-138 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Delivery Systems; Student Characteristics; Success; Statistics; Performance Factors; Distance Education; Undergraduate Students; Business Administration Education; Regional Schools; Educational Television; Online Courses; Classroom Environment; Conventional Instruction; Predictor Variables; Age Differences; Credits; Attendance; Homework; Time Factors (Learning); Gender Differences; Grade Point Average; Instructional Effectiveness; Regression (Statistics) + Suchen Sie Ihr Suchwort? Auslieferung; Erfolg; Statistik; Leistungsindikator; Distance study; Distance learning; Fernunterricht; Bildungsfernsehen; Schulfernsehen; Online course; Online-Kurs; Klassenklima; Unterrichtsklima; Prädiktor; Age; Difference; Age difference; Altersunterschied; Anwesenheit; Hausaufgabe; Geschlechterkonflikt; Unterrichtserfolg; Regression; Regressionsanalyse
Abstract	Distance education has surged in recent years while research on student characteristics and factors leading to successful outcomes has not kept pace. This study examined characteristics of regional university students in undergraduate Business Statistics and factors linked to their success based on three modes of delivery - Online, Instructional Television (ITV), and Traditional classroom. The three groups were found to have similar GPAs prior to taking their statistics courses. Online students were more likely to be repeating the course, to have earned more credit hours prior to enrolling, and to be significantly older. Ordinary Least Squares regression identified GPA and % absences (or an effort proxy) as highly significant predictors of course performance. Academic advisors are encouraged to suggest a traditional format to students who are repeating the course and to caution students that previous online coursework may produce expectations that are not appropriate for online courses in statistics. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01