Internet Learning Volume 6, Number 2, Fall 2017/Winter 2018 | Page 7

Internet Learning Journal
双管齐下 : 混合课程模式如何促进学生的持久力
摘要
最近研究表明 , 通过线上线下混合课程模式学习的学生比仅靠网络学习或课堂学习课程的学生更有持久力。本文运用 Civitas
Learning 数据集对这些发现进行了探讨和验证。此外 ,
本文通过预测建模平台探索了一些特定的数据特征和数值 ,
从而表明与其他学生相比 , 学习混合课程的学生每学期的课程负荷更高 , 入学时间也更早。本文简要地进行了对比分析 , 并提出了进一步研究内容。
关键词 :Civitas Learning, 学生的持久力 , 预测建模平台
The majority of institutions of
higher education in the USA
now offer at least some credit-bearing
courses online (Allen, Seaman,
Poulin, & Strout, 2016). While the
generally perceived quality of online
courses is now on par with that of onground
courses, online students continue
to lag in terms of overall retention
and completion when compared to
on-ground students (Shea & Bidjerano,
2014). Additionally, many reports are
highlighting that fully online students
fare poorly in their academic pursuits
(Bettinger & Loeb, 2017). But what
about students who take both online
and on-ground courses? Are they at
elevated retention and completion risk
due to the inclusion of online courses in
their curriculum? Do online course, in
and of themselves, place student at risk
of dropping out?
Review of Relevant Literature
Assumptions and literature about
online students having worse
outcomes than on-ground students
abound, yet studies show seemingly
conflicting findings—the individual
course outcomes are comparable
between online and on-ground, but
students with a fully online curriculum
tend to persist and graduate at a lower
rate than on-ground students. Many of
the analyses comparing the outcomes
of different learning modalities have
been focused either on course-level
outcomes or on complete program
modality, e.g. fully online or fully classroom
based. A recent study from the
Brookings Institute (Bettinger & Loeb,
2017), for example, concludes that for
the most at-risk students, taking online
courses hinders their academic success
and progress.
Many findings show that specific
course outcomes are on par with those
6