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A Comparison of Student Persistence and Performance in Online and Classroom Business Statistics Experiences
ARTICLE

Decision Sciences Journal of Innovative Education Volume 2, Number 1, ISSN 1540-4595

Abstract

As universities extend their distance education offerings to reach more time- and place-bound students, the degree to which online students are successful, as compared to their classroom counterparts, is of interest to accreditation review boards and others charged with assessment. Teaching faculty use information about the effectiveness of their instruction to evaluate and improve the learning experience. By comparing persistence and performance measures from the author's five semesters of online and traditional sections of a required undergraduate business statistics course, this paper provides evidence that while there are significant differences in persistence between the two cases, accomplishment of the learning objectives, as measured by the final grade in the course for those students who persist, is independent of the mode of instruction.

Citation

McLaren, C.H. (2004). A Comparison of Student Persistence and Performance in Online and Classroom Business Statistics Experiences. Decision Sciences Journal of Innovative Education, 2(1), 1-10. Retrieved January 18, 2020 from .

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