Forging new pathways of research and innovation in open and distance learning

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Online Learning in Community Colleges of the State University of New York: Initial Results on Differences between Classroom-Only and Online Learners Peter Shea, Temi Bidjerano Table 2: Results from LGC Models of the Comparison between the Classroom and Online Student GPA: Classroom GPA and Difference between Online and classroom GPA Semester MLE Standard error (SE) p Fall 12 Spring 13 Fall 13 Spring 14 Fall 14 Classroom GPA (α 1 ) 2.14 .07
Online Learning in Community Colleges of the State University of New York: Initial Results on Differences between Classroom-Only and Online Learners Peter Shea, Temi Bidjerano Table 3: Results from LGCM: The Effect of Covariates on the Difference between Classroom and Online GPA Predictors of Classroom GPA Fall 13 Spring 14 Fall 14 Spring 15 γ 0 s.e. γ 0 s.e. γ 0 s.e. γ 0 s.e. White .27*** .03 .25*** .03 .26*** .03 .26*** .03 Female .21*** .01 .21*** .01 .18*** .02 .15*** .02 Age .02*** .00 .02*** .00 .02*** .00 .01*** .00 Rem – .48*** .02 – .47*** .02 – .30*** .03 – .23*** .02 AA .12 .07 .17 .11 .13 .11 .04 .09 BA .22* .12 .30* .12 .32*** .09 Full-time .35*** .04 .27*** .04 .05 .04 – .02 .03 Pell – .10*** .03 – .10*** .03 .01 .02 – .02 .03 Online .19* .08 .24*** .05 .18*** .06 .11 .06 Stem .21 .12 .01 .07 – .13* .07 – .17** .06 Hum .35** .12 .11 .07 .13* .06 .06 .06 SS .26* .11 .02 .12 – .09 .08 – .17* .07 Prof .41*** .11 .22** .08 .33*** .06 .25*** .06 Predictors of the Difference between Classroom and Online GPA γ 1 s.e. γ 1 s.e. γ 1 s.e. γ 1 s.e. White – .12 .06 – .07 .06 – .07 .07 .06 .06 Female – .03 .03 – .01 .05 .04 .07 .10* .05 Age .01 .01 .01 .00 .00 .00 .00 .01 Rem .13* .06 .06** .02 .14*** .05 .15*** .05 AA – .13 .18 – .12 .12 – .02 .22 – .11 .14 BA .08 .31 .40 .21 .19 .16 Full-time – .08 .10 – .04 .08 – .22*** .06 – .06 .07 Pell – .14*** .03 – .11** .04 – .07 .04 – .09* .04 Online – 1.08*** .13 – .95*** .14 – .92*** .15 – .74*** .17 Stem .40*** .14 .81*** .15 .57*** .11 .35* .16 Hum – .09 .19 .03 .13 – .06 .16 – .18 .10 SS – .21 .22 .34* .15 .20 .12 .12 .17 Prof .20 .18 .30* .13 .28* .13 .26* .12 Intercepts F 0 1.16*** .10 1.54*** .12 1.74*** .13 1.95*** .09 F 1 .27 .29 – .05 .21 .14 .17 .11 .25 Note. Rem = Qualified for remedial coursework in Fall 2012; AA = Associate degree program; BA = Bachelor degree program; Online = Online load: online credits attempted relative to total load; Hum = Semester credits in the Humanities; SS = Semester credits in the Social Sciences; Prof = Semester credits professional courses; Stem = Semester credits in the Stem field; ***p < .001, **p < .01, *p < .01. In brief, the results indicate that conventional predictors of GPA account for the variability in classroom GPA to a significant degree. Female students, older students, and non-minority students tended to have a higher classroom GPAs. Higher classroom GPA was also associated Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 71 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Page 27 and 28: Emergent Evaluation: An Initial Exp
Page 35 and 36: Forging new pathways of research an
Page 37 and 38: A MOOC with a Difference: Creating
Page 43 and 44: Use of MOOCs in Traditional Classro
Page 53 and 54: Head Start Online: A MOOC for those
Page 63 and 64: Carrots and Sticks: Workload and Pe
Page 75 and 76: Online Learning in Community Colleg
Page 77: Online Learning in Community Colleg
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Page 85 and 86: The Usability Evaluation of UniCamp
Page 97 and 98: Connecting in the Online Environmen
Page 105 and 106: Contextualising Learner Experience:
Page 109 and 110: Investigating the Effectiveness of
Page 119 and 120: WhatsApp: “Going where the Conver
Page 127 and 128: A Study of the Use of Ubiquitous Mo
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A Study of the Use of Ubiquitous Mo
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Differentiated Technology-Based Int
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Using Digital Technologies for Incl
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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Forging new pathways of research and innovation in open and distance learning

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