Abstract

This paper presents findings from two E-Learning studies conducted at New Jersey Institute of Technology. The first, a large-scale quasi-experimental study, centers on student performance in E-Learning and traditional courses offered within the College of Computing Science. The second, a small-scale case study, centers on student performance in an E-Learning course in world literature. Although the content of the courses rests in different disciplines, similarities in student performance are identified regarding academic preparation and perseverance of students. To provide a framework for interpretation of these results, the authors turn to literary criticism and the interpretative framework of irony.

Citation

Elliot, N., Friedman, R. & Briller, V. (2005). Irony and Asynchronicity: Interpreting Withdrawal Rates in E-Learning Courses. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 459-465). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2021 from https://www.learntechlib.org/primary/p/20124/.

© 2005 Association for the Advancement of Computing in Education (AACE)

Keywords

• e-learning courses
• Students