scholarly journals An Investigation of Differences in Student Success and Persistence Rates by Course Modality

2021 ◽  
Vol 9 (3) ◽  
pp. 110-124
Author(s):  
Linda R Zientek ◽  
Celisa Counterman
Keyword(s):  
Student Success ◽  
Persistence Rates

A Comparison of Academic Outcomes in Courses Taught With Open Educational Resources and Publisher Content

2021 ◽  
pp. 0013189X2110525
Author(s):  
Linda Bol ◽  
Monica Christina Esqueda ◽  
Diane Ryan ◽  
Sue C. Kimmel
Keyword(s):  
Student Success ◽  
Course Completion ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Completion Rates ◽  
Introductory Courses ◽  
Final Exam ◽  
Course Materials ◽  
Persistence Rates ◽  
Exam Scores

What difference do open educational resources (OER) make compared with publisher content (non-OER) when costs and instructors remain constant? A total of 215 community college students enrolled in online, introductory courses were randomly assigned to OER or non-OER sections and compared on retention at the tuition drop date, completion with a C or better, course completion, and mean final exam scores. Students in the OER sections were retained and persisted at a statistically significant higher rate, lending credibility to the findings of former studies regarding retention and persistence rates in courses taught with OER materials. No statistically significant differences were found on completion rates or final exam scores. OER course materials should be considered in broader initiatives for student success in community colleges.

Testing the Learning Styles Hypothesis: An Assessment of the Learning Styles, Learning Approaches, and Course Outcomes in the Sport Management Classroom

2019 ◽  
Vol 13 (2) ◽  
pp. 83-91
Author(s):  
Megan B. Shreffler ◽  
Adam R. Cocco ◽  
Regina G. Presley ◽  
Chelsea C. Police
Keyword(s):  
Learning Styles ◽  
Student Success ◽  
Study Skills ◽  
Student Persistence ◽  
Sport Management ◽  
Approaches To Learning ◽  
Full Time ◽  
Learning Approaches ◽  
Persistence Rates ◽  
Course Outcomes

Increasing student persistence rates is imperative in higher education, as less than 60% of those who initially enroll in college full-time finish with a certificate or degree. Educators must ensure students are engaged with many facets of their educational experiences. Two strategies through which educators can engage students in the classroom, approaches to learning and learning styles, were examined. Researchers then assessed the relationships between these strategies and student success in the course (quiz scores and overall course grade). Findings suggest that the self-reported learning styles of students enrolled in sport management courses have little impact on student success. Thus, support was not found for the learning styles hypothesis. However, approaches to learning warrant attention, as students who employ strategic study skills are likely to achieve significantly higher course outcomes compared with those who utilize deep or surface study skills in the sport management discipline.

Taming Procrastination

2021 ◽  
pp. 323-341
Author(s):  
Barbara Green ◽  
Teresa Marie Kelly ◽  
Stephanie Thompson ◽  
Josef Vice
Keyword(s):  
Distance Learning ◽  
Student Success ◽  
Time Management ◽  
Study Skills ◽  
Educational Achievement ◽  
Success Rates ◽  
Management Tools ◽  
Specific Content ◽  
Professional Careers ◽  
Persistence Rates

Time management directly correlates to student success and persistence in all modalities, but particularly in distance learning. Teaching the study skills and time management tools students need to succeed in the challenging online environment builds confidence, improves success rates, and increases retention. Faculty must prepare students for success both in the classroom and in their future professional careers. Time management tools are necessary in any course, and faculty should teach time management tools along with course-specific content and outcomes; this will improve time management and maximize students' educational achievement while improving overall retention and persistence rates.

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