IES Grant
Title: | Impact of an Orientation Course on Online Students' Completion Rates | ||
Center: | NCER | Year: | 2017 |
Principal Investigator: | Zweig, Jacqueline | Awardee: | Education Development Center, Inc. |
Program: | Low-Cost, Short-Duration Evaluation of Education Interventions [Program Details] | ||
Award Period: | 2 years (9/1/2017 – 8/31/2019) | Award Amount: | $238,867 |
Type: | Efficacy | Award Number: | R305L170008 |
Description: | Co-Principal Investigator(s): Best, Stephen; Hanita, Makoto Partners: Education Development Center; Michigan Department of Education, and Michigan Virtual Schools Purpose: The Education Development Center (EDC), Michigan Department of Education (MDE), and Michigan Virtual Schools (MVS) formed a partnership to evaluate the impact of a short online orientation course (called Strategies for Online Success or SOS) on students' engagement in and completion of full online courses offered by MVS. Using an experimental design, the project team examined the impact on student engagement and course completion of being assigned the SOS course for first-time online students. The study also examined student take up of the SOS course and the relationship of take up to their outcomes in their online courses (both engagement and completion). Project Activities: This partnership completed a randomized controlled trial to evaluate the impacts of the SOS online orientation course on student engagement and online course completion. MVS implemented the SOS module. High school students registering for a MVS online course were randomly assigned to either the voluntary SOS orientation course or to a comparison group that does not have access to the orientation course. MVS and MDE provided course data and student administrative data, respectively; and EDC performed the analysis. The partners worked together to disseminate the results. Key Outcomes: The key findings are reported in Zweig et al. (2022) and summarized below:
Structured Abstract Setting: The study was implemented in Michigan for students enrolled in online courses with Michigan Virtual. Sample: The sample included high school students who did not have previous online learning experience, who enrolled in an online course with Michigan Virtual in fall 2018, and who could be matched to administrative and assessment data from the Michigan Department of Education. Intervention: Strategies for Online Success (SOS) is an asynchronous orientation course. SOS prepares students for the transition from taking courses in-person to taking them online. It includes five components: a pre-assessment, three interactive content modules, and a post-assessment. The three modules were Online learning basics, Skills for online learning, and Online learning technology. The modules include components such as card sorts, self-checks, online teacher videos, and downloadable resources. SOS was estimated to take approximately 90—120 minutes to complete. Research Design and Methods: This study used a student-level randomized controlled trial design to address the research questions. In fall 2018, students who enrolled in online courses through Michigan Virtual were randomized into treatment and business-as-usual (BAU) groups daily during the enrollment period. The final sample included 1,781 students who were enrolled in a Michigan Virtual course and could be matched to administrative and assessment data from the Michigan Department of Education: 910 students were in the treatment group (51 percent) and 871 students were in the BAU group (49 percent). Control Condition: Students in the BAU group were not enrolled in SOS and had access to the typical supports for students. Students in both the BAU and treatment groups had an introductory unit in each of their courses. Unlike SOS, the introductory unit focused on the operational aspects of using the learning management system. The BAU group could also access the previous orientation materials on the Michigan Virtual website developed in 2000. Key Measures: The following outcomes measures were used in this study:
Data Analytic Strategy: A multinomial regression model was estimated because the main outcome, course completion status, consisted of three mutually exclusive and exhaustive categories. The standard errors were clustered at the section level. Exploratory analyses examined the following potential moderator variables: (1) enrollment in core courses; (2) on-time enrollment; (3) prior achievement and (3) Grade 12. Covariates included 8th grade scaled scores in mathematics and English Language art, prior year attendance rate, and enrollment into core courses as covariates. A multilevel logistic regression was also used with a binary indicator of completion status (1=yes, 0=no) as a sensitivity analysis. A multi-level logistic regression was also used for the indicator of whether the student logged into the course every week and a fixed effects model was used when the outcome was total number of logins. PRODUCTS AND PUBLICATIONS ERIC Citations: Find available citations in ERIC for this award here. Select Publications: Zweig, J., Hanita, M., Stafford, E., & Khanani, N. (2022). Impact of an Orientation on Online Students' Course Outcomes. 54 (5), 655–678, DOI: 10.1080/15391523.2021.1911007. Zweig, J., Stafford, E., & Hanita, M. (2022). Enrollment Timing in Supplementary Online Courses: Do Students Who Enroll On-Time Have Better Course Outcomes?. Journal of Online Learning Research, 8 (2), 163–180. |
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