| Title: | An analysis of student engagement patterns and online course outcomes in Wisconsin |
| Description: | Student enrollment in online courses has increased over the past 15 years and continues to grow. However, there is much that is not known about students' educational experiences and outcomes in online courses. The purpose of the study conducted by REL Midwest in partnership with the Virtual Education Research Alliance was to identify distinct patterns—or trajectories—of students' engagement within their online courses over time and examine whether these patterns were associated with their academic outcomes in the online course. The study used data collected by Wisconsin Virtual School's learning management system and student information system, including 1,512 student enrollments in 109 online elective, core, and Advanced Placement high school courses. Group-based trajectory modeling was employed to estimate the number and shapes of engagement patterns evident in the sample, and hierarchical linear modeling assessed the associations between engagement group membership and course outcomes, controlling for demographic characteristics. Analyses revealed six distinct patterns of student engagement in online courses: Initial 1.5 Hours with Decrease, Steady 1.5 Hours, Initial 2 Hours with Spike, Steady 2.5 Hours, 4+ Hours, and 6+ Hours. Students with relatively low but steady engagement had better outcomes than students with similar initial engagement that diminished throughout the course. Overall, students engaging two or more hours per week had better online course outcomes than students who engaged less than two hours per week. Wisconsin Virtual School directors and directors of other online learning programs can use information from this study to consider the supports they implement to help students successfully complete their courses, especially students who display engagement patterns that are associated with poorer course outcomes. Other online learning programs across the country can use the results of this project as a framework for investigating the data they have available in their learning management systems and student information systems. |
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| Cover Date: | July 2016 |
| Web Release: | July 6, 2016 |
| Print Release: | July 6, 2016 |
| Publication #: | REL 2016147 General Ordering Information |
| Center/Program: | REL |
| Associated Centers: | NCEE |
| Authors: | Angela M. Pazzaglia: Education Development Center; Margaret Clements: American Institutes for Research; Heather J. Lavigne and Erin T. Stafford: Education Development Center |
| Type of Product: | Making Connections |
| Keywords: | |
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For questions about the content of this Making Connections, please contact: Amy Johnson. |