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How do online course design features influence student performance?
ARTICLE

, Community College Research Center, United States ; , School of Education, United States

Computers & Education Volume 95, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Given the rapid growth in online coursework within higher education, it is important to establish and validate quality standards for these courses. While many online learning quality rubrics do exist, thus far there has been little empirical evidence establishing a clear link between specific course design features and concrete, student-level course outcomes. In the current study, the authors develop an online course design assessment rubric that includes four areas, and explore the impact of each area on student end-of-semester performance in 23 online courses at two community colleges. The results indicate that the quality of interpersonal interaction within a course relates positively and significantly to student grades. Additional analyses based on course observation and interview data suggest that frequent and effective student–instructor interaction creates an online environment that encourages students to commit themselves to the course and perform at a stronger academic level.

Citation

Jaggars, S.S. & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95(1), 270-284. Elsevier Ltd. Retrieved January 28, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.01.014

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