Student Learning in Online College Programs

2021 ◽  
Author(s):  
Stephanie Riegg R. Cellini ◽  
Hernando Grueso
Keyword(s):  
Student Learning ◽  
College Programs

scholarly journals Student Learning in Online College Programs

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110081
Author(s):  
Stephanie Riegg Cellini ◽  
Hernando Grueso
Keyword(s):  
Student Learning ◽  
Fixed Effects ◽  
Bachelor's Degree ◽  
Exit Exams ◽  
Private Institutions ◽  
Background Characteristics ◽  
Exit Examination ◽  
Online Programs ◽  
College Programs ◽  
Degree Major

We draw on administrative data from the country of Colombia to assess differences in student learning in online and traditional on-campus college programs. The Colombian context is uniquely suited to study this topic, as students take a compulsory exit examination at the end of their studies. We can therefore directly compare the performance on the exit exam for students in online and on-campus programs both across and within institutions, degrees, and majors. Using inverse probability weighting methods based on a rich set of background characteristics coupled with institution–degree–major fixed effects, our results suggest that bachelor’s degree students in online programs perform worse on nearly all test score measures (including math, reading, writing, and English) relative to their counterparts in on-campus programs. Results for shorter technical certificates are more mixed. While online students perform significantly worse than on-campus students on exit exams in private institutions, they perform better in SENA—the main public vocational institution in the country.

scholarly journals Student Learning in Online College Programs

2021 ◽  
Author(s):  
Stephanie Riegg Cellini ◽  
Hernando Grueso
Keyword(s):  
Student Learning ◽  
College Programs

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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