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Student attrition before and after modifications in distance course delivery

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journal contribution
posted on 06.12.2017, 00:00 by Karen Gallie
Student attrition and overall course grade attainment of first year university students enrolled in ‘shovelware’ (n = 76) versus ‘social interactive:cognitive teaching’ (n = 120) versions of the same course delivered at a distance are presented. Comparison of student attrition showed a statistically significant decline in student attrition in the interactive:cognitive version (a decline of 28.1%, Chi = 56.03, df=1, p=0.000) and an elevation in the proportion of students receiving pass or higher grades (Chi = 22.93, df= 9, p =0.01). This paper outlines the changes that were engineered into the social interactive:cognitive teaching version of the course (e.g., active e-mails, discussion board, time-limited lecture postings in lecturer-student and student-student dialogue models) and discusses possible reasons for the retention and grade attainment benefits reported here.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

2

Issue

3

Start Page

69

End Page

76

Number of Pages

8

ISSN

1832-2050

Location

Rockhampton, Qld

Publisher

Central Queensland University

Additional Rights

This article has been peer-reviewed and accepted for publication in Studies in LEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. ISSN 1832–2050 © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Language

en-aus

Peer Reviewed

Yes

Open Access

Yes

External Author Affiliations

Faculty of Arts, Health and Sciences;

Era Eligible

Yes

Journal

Studies in Learning, Evaluation, Innovation and Development

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