Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc822741 |
| Date | 12 1900 |
| Creators | Phillips, Alana S. |
| Contributors | Warren, Scott J. (Scott Joseph), Sarkees-Wircenski, Michelle, Ennis-Cole, Demetria |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 118 pages : illustrations (some color), Text |
| Coverage | United States |
| Rights | Public, Phillips, Alana S., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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