The
purpose of this quantitative study is to determine how validation mechanisms
(e.g., like-buttons, rewarding sound effects and graphics, cheerleading
avatars, lesson-games, students-of-the-week postings, student comments, and
instructor comments) affect online graduate students’ participation, course
access, feelings of isolation, and retention rates at a large, private,
not-for-profit university in the southeastern United States. Online
graduate school programs have been significantly increasing in popularity over the
last two decades (Hayward, 2015). But student attrition rates are also very
high due to online students’ feelings of isolation (Schwier, & Seaton,
2013). Sutton (2014) wrote that drop-outs among online students were six to
seven times higher in 2009 than those among campus based students. These
feelings of isolation often cause online students to gradually reduce their
online classroom logins and participation due to declining motivation (Schwier,
& Seaton, 2013). As a result these students risk missing important
information that could affect their academic success. Declining academic
success reduces their motivation to the point where they often either drop out
of their online program or fail their online class.
Quantitative
Research Questions
1) How
do validation mechanisms affect student retention in online graduate school
programs?
2) How
does the application of validation mechanisms affect student participation in
online graduate school programs?
3) How
do the application of validation mechanisms affect student course access in online
graduate school programs?
4) How
does the application of validation mechanisms affect feelings of isolation among
online graduate students?
5) How
does the application of validation mechanisms affect academic achievement among
online graduate students?
References
Hayward,
M. S., & Williams, M. R. (2015). Adult learner graduation rates at four
U.S. community colleges by prior learning assessment status and method. Community College Journal of Research and
Practice, 39(1), 44-54.
Schwier,
R. A., & Seaton, X. J. (2013). A comparison of participation patterns in
selected formal, non-formal, and informal online learning environments. Canadian Journal of Learning and Technology,
39(1), 15.
Sutton,
R. (2014). Unlearning the past: New foundations for online student
retention. Journal of Educators
Online, 11(3), 30.
Eric’s Website is Eric DeRise, Ed.D.(c) EDU
View Eric DeRise, Ed.D.(c) EDU’s profile
Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE
Good Eric. All your RQs examine the relationship but I think you mean to make them more comparative in nature -- examining the effect of so I recommend the following changes:
ReplyDeleteThe purpose of this quantitative study is to determine how validation mechanisms (e.g., like-buttons, rewarding sound effects and graphics, cheerleading avatars, lesson-games, students-of-the-week postings, student comments, and instructor comments) affect online graduate student retention rates.
Quantitative Research Questions
1) How do validation mechanisms affect student retention in online graduate school programs?
2) How does the application of validation mechanisms affect student participation in online graduate school programs?
3) How do the application of validation mechanisms affect student classroom logins in online graduate school programs? [how is this different from RQ2?]
4. How does the application of validation mechanisms affect feelings of isolation among online graduate students?
5) How does the application of validation mechanisms affect academic achievement among online graduate students?
- I would then just add a brief setting description to your purpose and RQs
Great! Thank you Dr. Reeves. But, I'm sorry, what do you mean by setting description? Q2 is different from Q3 in that Q3 is just about logging into the online classroom, whereas Q2 is about submitting posts, comments, and assignments. If students are just logging in, but not participating then that's a sign of a problem that could lead to failure.
ReplyDeleteGood. I would change classroom logins to course access or something similar and would add some of your other DVs to your purpose too:
ReplyDeleteThe purpose of this quantitative study is to determine how validation mechanisms (e.g., like-buttons, rewarding sound effects and graphics, cheerleading avatars, lesson-games, students-of-the-week postings, student comments, and instructor comments) affect online graduate student participation, course access, feelings of isolation, and retention rates at a large, private, not-for-profit university in the southeastern United States.
another change (to my change):
ReplyDeleteaffect online graduate students' course participation, ...
Got it. Thank you Dr. Reeves.
DeleteEric,
ReplyDeleteI think the topic you are researching is very interesting and has a unique relating to validation mechanisms. I know there has been a great deal of research in this area relative to behavior modification in the classroom, and how it is used in instructional gaming. So the idea of reviewing this topic through the lens of online learning is an intriguing idea.
I am curious about selecting the isolation aspect of this. It seems disconnected from the other questions; however, it you are referencing the competitive element where students working to achieve higher ranks when compared to their peers. I can see that.
Thanks for sharing,
Don