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The impact of alternative web-based ...

Wayne State University., Instructional Technology.

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The impact of alternative web-based instructional models on student persistence and achievement in higher education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of alternative web-based instructional models on student persistence and achievement in higher education./
Author:	Prokop, Paul.
Description:	147 p.
Notes:	Adviser: Rita C. Richey.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Education, Business. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3315613
ISBN:	9780549668558

The impact of alternative web-based instructional models on student persistence and achievement in higher education.
Prokop, Paul.

The impact of alternative web-based instructional models on student persistence and achievement in higher education. - 147 p.

Adviser: Rita C. Richey.

Thesis (Ph.D.)--Wayne State University, 2008.

This study attempted to identify those interventions that facilitate persistence and eventual course completion of courses. This study examined those factors that serve as barriers and facilitators to persistence and achievement of a web-based instruction course in higher education. This research also addresses alternative web-based instructional models including that of an online teaching model known as the Internet Mirror Model (moving freely, in parallel, from lecture or Internet-based content during the same semester). This study was based on data previously gathered from seven semesters of an undergraduate Principles of Physiology course. This study was based on two hypothesized models from past research of conceptual frameworks and procedural hybrid teaching models. Model #1 analyzed individual achievement (exam scores divided by the number of tests taken) and persistence (weeks of course completion). Model #2 analyzed course persistence and course achievement data. Key variables for both models included course characteristics and learner characteristics including instructional strategies.

ISBN: 9780549668558Subjects--Topical Terms:

1017515
Education, Business.

The impact of alternative web-based instructional models on student persistence and achievement in higher education.
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100 1 $a Prokop, Paul. $3 1026156
245 1 4 $a The impact of alternative web-based instructional models on student persistence and achievement in higher education.
300 $a 147 p.
500 $a Adviser: Rita C. Richey.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2683.
502 $a Thesis (Ph.D.)--Wayne State University, 2008.
520 $a This study attempted to identify those interventions that facilitate persistence and eventual course completion of courses. This study examined those factors that serve as barriers and facilitators to persistence and achievement of a web-based instruction course in higher education. This research also addresses alternative web-based instructional models including that of an online teaching model known as the Internet Mirror Model (moving freely, in parallel, from lecture or Internet-based content during the same semester). This study was based on data previously gathered from seven semesters of an undergraduate Principles of Physiology course. This study was based on two hypothesized models from past research of conceptual frameworks and procedural hybrid teaching models. Model #1 analyzed individual achievement (exam scores divided by the number of tests taken) and persistence (weeks of course completion). Model #2 analyzed course persistence and course achievement data. Key variables for both models included course characteristics and learner characteristics including instructional strategies.
520 $a This study showed that persistence and achievement tend to go hand in hand. With respect to learner characteristics, predictors of individual achievement included Freshmen who had the lowest achievement and persistence scores and Junior who had the highest achievement and persistence scores. In addition, students who had previously used the Internet achieved better than those who had little Internet experience.
520 $a With respect to course characteristics, the persistence and achievement mean scores were both predicted if the course was required. One semester of students had low persistence scores and low achievement scores while another had high achievement scores. In each case, the classes had an atypical array of students.
590 $a School code: 0254.
650 4 $a Education, Business. $3 1017515
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710 2 $a Wayne State University. $b Instructional Technology. $3 1022237
773 0 $t Dissertation Abstracts International $g 69-07A.
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790 1 0 $a Moseley, James L. $e committee member
790 1 0 $a Richey, Rita C., $e advisor
790 1 0 $a Spannaus, Timothy W. $e committee member
790 1 0 $a Stephenson, Robert S. $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3315613