東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Quantitative Correlational Study o...

Petrites, Taralynn Wells.

Linked to FindBook

Google Book

Amazon

博客來

A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction./
Author:	Petrites, Taralynn Wells.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258861
ISBN:	9781369665482

A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.
Petrites, Taralynn Wells.

A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 124 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

This quantitative correlational study included an investigation of potential factors effecting high attrition rates in postsecondary online courses. Online learner-instructor interaction was examined by assessing instructor response times (RTs), student satisfaction, and final course grades at an online two-year postsecondary institution. A sample (N=54) of online students in Spanish classes participated in the study by responding to 14 items in an online questionnaire. The findings from the study revealed no statistically significant difference between the RT and student final course grades. However, the linear regression test to investigate the correlation between RT and student satisfaction was statistically significant. The results indicated that while assignment RTs delivered by online instructors were essential to students' satisfaction, the RTs did not vitally influence students' final grades. Implications and recommendations for higher education institution administrators to reduce high online attrition are included. Suggested future research involves qualitative correlational study to observe the relationship between RTs, final grades, and satisfaction such as interviews for more in-depth understanding on types of strategies to develop to reduce online attrition.

ISBN: 9781369665482Subjects--Topical Terms:

2122863
Higher education administration.

A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.
LDR:02263nmm a2200289 4500 001 2153487
005 20171130090821.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369665482
035 $a (MiAaPQ)AAI10258861
035 $a AAI10258861
040 $a MiAaPQ $c MiAaPQ
100 1 $a Petrites, Taralynn Wells. $3 3341214
245 1 2 $a A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Melanie Shaw.
502 $a Thesis (Ph.D.)--Northcentral University, 2017.
520 $a This quantitative correlational study included an investigation of potential factors effecting high attrition rates in postsecondary online courses. Online learner-instructor interaction was examined by assessing instructor response times (RTs), student satisfaction, and final course grades at an online two-year postsecondary institution. A sample (N=54) of online students in Spanish classes participated in the study by responding to 14 items in an online questionnaire. The findings from the study revealed no statistically significant difference between the RT and student final course grades. However, the linear regression test to investigate the correlation between RT and student satisfaction was statistically significant. The results indicated that while assignment RTs delivered by online instructors were essential to students' satisfaction, the RTs did not vitally influence students' final grades. Implications and recommendations for higher education institution administrators to reduce high online attrition are included. Suggested future research involves qualitative correlational study to observe the relationship between RTs, final grades, and satisfaction such as interviews for more in-depth understanding on types of strategies to develop to reduce online attrition.
590 $a School code: 1443.
650 4 $a Higher education administration. $3 2122863
650 4 $a Higher education. $3 641065
690 $a 0446
690 $a 0745
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1443
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258861