Reevaluating Course Completion in Distance Education: Avoiding the Comparison between Apples and Oranges
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| Title: | Reevaluating Course Completion in Distance Education: Avoiding the Comparison between Apples and Oranges |
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| Language: | English |
| Authors: | Howell, Scott L., Laws, R. Dwight, Lindsay, Nathan K. |
| Source: | Quarterly Review of Distance Education. 2004 5(4):243-252. |
| Availability: | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/products/journals/qrde/order.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 10 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Research Design, Research Problems, Research Methodology, Educational Research, Distance Education, Guidelines, Evidence, Online Courses, Electronic Learning, Computer Assisted Instruction, College Students, Student Characteristics, Withdrawal (Education), Academic Persistence, Best Practices, Dropout Prevention, School Holding Power |
| ISSN: | 1528-3518 |
| Abstract: | Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distant learner characteristics. |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2010 |
| Access URL: | https://www.infoagepub.com/index.php?id=89&i=18 |
| Accession Number: | EJ874978 |
| Database: | ERIC |
| Abstract: | Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distant learner characteristics. |
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| ISSN: | 1528-3518 |
