Using course-level factors as predictors of online course outcomes: a multi-level analysis at a US urban community college. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Wladis, Claire; Conway, Katherine; Hachey, Alyse C.
• Is Part Of: Studies in higher education. Volume 42:Issue 1(2017)
• Page Start: 184
• Page End: 200
• Publication Date: 2017-01-02
• Subjects: online learning -- course type -- retention; Education, Higher -- Periodicals; 378.005
• DOI: 10.1080/03075079.2015.1045478
• Languages: English
• ISSNs: 0307-5079

Abstract

Abstract : Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-level modeling, and controlled for the effects of both instructor-level and student characteristics, to measure the relationship of course-level characteristics with successful completion of online and face-to-face courses. Elective courses, and to a lesser extent distributional course requirements, were significantly more likely to have a larger gap in successful course completion rates online versus face-to-face, when compared with major course requirements. Upper level courses had better course completion rates overall, but a larger gap in online versus face-to-face course outcomes than lower level courses.