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Direct linkFasse, Richard; Humbert, Joeann; Rappold, Raychel – Journal of Asynchronous Learning Networks, 2009
RIT Online Learning courses have an overall course completion rate of 94%. For lower-division courses the rate is 92%, undergraduate 93%, and graduate 96%. In this case study we will share additional measurements we have used to monitor student success and describe strategies we have used to promote online discussion as a key component of…
Descriptors: Academic Persistence, Online Courses, Educational Practices, College Instruction
Cancilla, Devon A.; Albon, Simon P. – Journal of Asynchronous Learning Networks, 2008
How to move science-based labs online has been one of the main obstacles associated with the development of online science programs. In the spring of 2006 and again in 2007, we organized online workshops broadly based around the central theme of Moving the Lab Online. The objective of these workshops was to provide a forum for the exchange of…
Descriptors: Science Programs, Online Courses, Science Laboratories, Workshops
Lim, Doo Hun; Morris, Michael L.; Kupritz, Virginia W. – Journal of Asynchronous Learning Networks, 2007
This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences…
Descriptors: Instructional Effectiveness, Outcomes of Education, Student Attitudes, Comparative Analysis
