Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers

Autor/inn/en	Christensen, Steven S.; Spackman, Jonathan S.
Titel	Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers
Quelle	In: Journal of Educators Online, 14 (2017) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-500X
Schlagwörter	Instructional Design; Distance Education; College Students; Comparative Analysis; Grounded Theory; Graphs; Dropouts; Academic Persistence; Educational Technology; Technology Uses in Education; Hypothesis Testing; Dropout Rate + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Collegestudent; Grafische Darstellung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hypothesenprüfung; Hypothesentest
Abstract	This paper explores a new tool for instructional designers. By calculating and graphing the Student Momentum Indicator (M) for 196 university-level online courses and by employing the constant comparative method within the grounded theory framework, eight distinct graph shapes emerged as meaningful categories of dropout behavior. Several of the graph shapes identified Course Walls, that is, areas of the course's lesson sequence wherein the student's momentum to finish the course is significantly slowed or halted. We posit that instructional designers can apply the evaluation of Course Walls to course revisions to reduce dropout rates. (As Provided).
Anmerkungen	Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01