大学生课程选择模式建模:一项大样本、多学科研究

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kevin O'Neill, Natália Lopes, John Nesbit, Suzanne Reinhardt, Kanthi Jayasundera
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引用次数: 17

摘要

学术上的理解是有限的,关于是什么影响学生选择完全在线或亲自参加某门课程。我们调查了650名加拿大公立大学的本科生,他们在同一学期以两种方式开设课程,学费大致相同。这些课程涵盖了广泛的学科,从考古学到计算机科学。共测量了25个变量,包括学生的个人情况、教学语言的能力、以前的在线课程经验、成绩预期,以及心理变量,包括他们对时间和学习环境的调节、工作回避和社会目标取向。两个逻辑回归模型(入组模式和偏好模式)都与数据有很好的拟合,每个模型使用不同的变量正确分类了大约75%的病例。对教学设计和招生管理的启示进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Modeling undergraduates' selection of course modality: A large sample, multi-discipline study

Scholarly understanding is limited with regard to what influences students' choice to take a particular course fully online or in-person. We surveyed 650 undergraduates at a public Canadian university who were enrolled in courses that were offered in both modalities during the same semester, for roughly the same tuition cost. The courses spanned a wide range of disciplines, from archaeology to computing science. Twenty-five variables were gauged, covering areas including students' personal circumstances, their competence in the language of instruction, previous experience with online courses, grade expectations, and psychological variables including their regulation of their time and study environment, work avoidance and social goal orientation. Two logistic regression models (of modality of enrolment and modality of preference) both had good fit to the data, each correctly classifying roughly 75% of cases using different variables. Implications for instructional design and enrolment management are discussed.

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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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