Virtual School Meanderings

April 30, 2017

AERA 2017 – Investigating the Relationship Between Students’ Online Engagement and Their Online Course Outcomes

The seventh session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Investigating the Relationship Between Students’ Online Engagement and Their Online Course Outcomes

  • In Event: Roundtable Session 20
    In Roundtable Session: 52.084-11 – Students’ Perceptions, Outcomes, Online Engagement, and Satisfaction

Sun, April 30, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 3

Abstract

This study used data from the fall 2014 semester at Wisconsin Virtual School to examine whether patterns of student engagement in online courses were associated with course out-comes. Using group-based trajectory modeling, the study found that student enrollments in online courses followed one of six engagement patterns, with average engagement ranging from 1.5 hours to 6 or more hours per week. Most students (77 percent) steadily engaged in their online courses for 1.5 or 2.5 hours per week. Students who engaged in their online course for two or more hours per week had better course outcomes than students who engaged for few-er than two hours per week.

Authors

  • Peggy Clements, American Institutes for Research
  • Heather Lavigne, Education Development Center, Inc.
  • Angela Pazzaglia, Education Development Center, Inc.
  • Erin Stafford, Education Development Center, Inc.

As I noted in the previous entry I have made it to AERA, but I’m actually chairing a session on Learning From the Federal Market-Based Reforms: Lessons for the Every Student Succeeds Act.  So if you are in this session, please post your notes in the comments below.

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