Education Commons^™

A Case Study On Graduates From An Online Certificate Program And Their Experiences Related To Engagement Practices, Lorraine Angelino

All Dissertations

The number of students taking online courses increased 146% from fall 2002 through fall 2007. In addition, the number of distance education programs increased 299% from 2000–01 through 2006–07. As the number of students taking online courses continues to increase, institutions of higher education will need to focus on increasing student retention and increasing student success. Low retention rates plague online programs that lack engagement practices. One method to achieving student success is engaging online learners early and often using engagement practices focused on increasing interactions with faculty, other students, course content, and members of the community.
Angelino and Natvig's …

The Effects Of Elaborative Interrogation And Summarization On Student Comprehension, Retention, And Satisfaction In Online, Self-Paced Instruction, Heather M. Brown

Teaching & Learning Theses & Dissertations

The purpose of this study was to investigate the effects of two elaboration strategies, elaborative interrogation questioning (EIQ) and summarization, on student comprehension, retention, and satisfaction in a self-paced online environment. There were four treatment groups: (a) Control (no treatment); (b) EIQ only; (c) Summarization only; and (d) EIQ and Summarization. Both undergraduate and graduate students (mean age = 25.84 years) volunteered and completed the study (N=191).

Results revealed a significant interaction between strategy type and age on comprehension. Older participants in the Control and EIQ/Summarization strategy groups comprehended more than the younger participants, and the younger participants in the …

Adult Student Persistence In Online Education: Developing A Model To Understand The Factors That Affect Adult Student Persistence In A Course, Raymond J Mcgivney

Doctoral Dissertations 1896 - February 2014

The purpose of this study is to investigate the factors that influence the persistence of adult students in online undergraduate courses at the community college level. Quantitative analysis of survey results from 476 students enrolled in on-line courses at two community colleges indicate that desire to complete the degree, previous experience in on-line courses and assignment completion are the strongest predictors of course completion. The findings from this research also provide the basis for making recommendations for future research and improving policy and practice. Finally, the results of this study suggest the basis for developing new models for understanding persistence …

So Tell Me, What's Different But The Skin I'M In? Seven Adolescent Black Girls Making Sense Of Their Experiences In An Online School Book Club Featuring African American Young Adult Literature, Benita Rutonya Dillard

UNLV Theses, Dissertations, Professional Papers, and Capstones

Believing the claim made by Black feminist research and scholarship that Black women writers and Black female social networks were safe spaces for Black females to come to voice, this qualitative multiple case study examined how seven adolescent Black females enrolled in a public virtual charter high school positioned themselves as they responded to contemporary realistic young adult fiction written by African American female authors in an online single-gendered book club. This study captured participants as some interacted in Tuesday's group and the others in the Thursday's group. Interpretivist methods are used to specifically examine the ways in which the …

Exploring The Effects Of Online Instruction On Reading Comprehension Achievement Of Students With Learning Disabilities, Nancy Shuman Fitzgerald

UNLV Theses, Dissertations, Professional Papers, and Capstones

Two major pieces of legislation, the Individuals with Disabilities Education Act (2004) and No Child Left Behind (NCLB) (2001) mandate that students with disabilities be placed in the Least Restrictive Environment and have access to the general education curriculum. To provide access to the general education curriculum, inclusion in general education classes for students with disabilities has become the accepted practice. Many students with specific learning disabilities experience difficulties with the general education curriculum because their reading ability falls significantly below the school curriculum and textbook instructional levels (Deshler & Schumaker, 1993). The Word Identification Strategy (Lenz, Schumaker, Deshler, & …