You are here:

An Exploration of Differences between Community of Inquiry Indicators in Low and High Disenrollment Online Courses
ARTICLE

, , ,

Journal of Asynchronous Learning Networks Volume 15, Number 2, ISSN 1939-5256

Abstract

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study utilizes a data mining approach to examine course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-a-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction. (Contains 5 tables and 1 figure.)

Citation

Ice, P., Gibson, A.M., Boston, W. & Becher, D. (2011). An Exploration of Differences between Community of Inquiry Indicators in Low and High Disenrollment Online Courses. Journal of Asynchronous Learning Networks, 15(2), 44-69. Retrieved May 22, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.