Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2021-11-22 DOI:10.3102/01623737211055768

Christian Fischer, Rachel B. Baker, Qiujie Li, G. Orona, M. Warschauer

引用次数: 11

Abstract

Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few studies have investigated more distal effects of online education. In this study, we analyzed 6 years of institutional data for three cohorts of students in 13 large majors (N = 10,572) at a public research university to examine distal effects of online course participation. Using online course offering as an instrumental variable for online course taking, we find that online course taking of major-required courses leads to higher likelihood of successful 4-year graduation and slightly accelerated time-to-degree. These results suggest that offering online courses may help students to more efficiently graduate college.

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提高高等教育的成功率:网络课程与大学完成度和获得学位的时间的关系

在线课程提供了灵活的学习机会，但研究表明，与面对面的课程相比，学生可能学得更少，坚持率也更低。然而，很少有研究调查了在线教育的远端影响。在这项研究中，我们分析了一所公立研究型大学6年来13个大型专业(N = 10,572)的三组学生的机构数据，以检验在线课程参与的远端影响。使用在线课程作为在线课程选修的工具变量，我们发现在线课程选修专业必修课程导致4年成功毕业的可能性更高，并且获得学位的时间略有加快。这些结果表明，提供在线课程可以帮助学生更有效地从大学毕业。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.