The growth of online courses does not appear to be slowing. The purpose of this study was to compare course completion and student academic performance between online and traditional courses.
This article has been cited by other articles in PMC. Abstract This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency.
Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance.
This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher—student dyads.
Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed. The extent to which teachers implement school-based interventions consistently and accurately has been referred to as treatment integrity Gresham, ; Noell et al.
Assessment of treatment integrity is typically accomplished by directly observing teachers during plan implementation and calculating the percentage of treatment steps implemented correctly e.
For example, Noell et al. During data review, the consultant met with the teachers for 3 to 5 min to review a monitoring form, missed steps of the intervention, plan implementation, student functioning, and to solve problems for the following session.
During performance feedback, the consultant no longer reviewed the monitoring form. Instead, two graphs depicting student progress and teacher integrity were shared with the teacher.
These data reviews increased treatment integrity for 1 teacher, slightly improved integrity for 2 teachers, and had no effect on a 4th teacher. Application of performance feedback resulted in high levels of treatment integrity for all teachers.
For example, Ward, Johnson, and Konukman established a negative reinforcement contingency by asking preservice teachers to rehearse 10 times those teaching behaviors that were implemented incorrectly during a physical education practicum course.
The authors speculated that an effective avoidance contingency was established, under which teachers were motivated to exhibit appropriate teaching behaviors to avoid meeting with the consultant.
Teachers were instructed to use directed rehearsal repeating missed intervention steps three times during a brief meeting with a consultant, thus establishing a negative reinforcement contingency for correct implementation.
Integrity was maintained at high levels when the package was faded to once a week and then once every 2 weeks. Moderate decreases in problem behavior were also observed for all 4 students.
The teacher was then asked to set a goal for herself regarding the number of praise statements she would provide for these behaviors within daily min sessions. Following each session, the teacher was provided with written feedback as to whether she met her goal.
Results revealed increases in appropriate student behavior and the number of praise statements provided by the teacher.
What do international tests really show about U.S. student performance? Report it is worth comparing student performance in these countries with student performance in the United States to see if these countries’ educational systems, so different from that in the United States, play a role in their firms’ success. Positive numbers. Comparison of Course Completion and Student Performance through Online and Traditional Courses S. A) in OnlineCourses. Wayne Atchley. 1, Gary Wingenbach. 2, and. Cindy Akers. 3. 1. questions have been asked about course completion and student performance in online courses compared to traditional, face-to-face courses. A comparison of student academic performance with traditional, online, and flipped instructional approaches in a C# programming course. Journal of Information Technology Educa-.
In addition, the intervention was rated as highly acceptable by the teacher. Furthermore, collateral effects on student performance as a result of intervention implementation have been reported DiGennaro et al.
Despite these findings, previous research has not examined whether daily written feedback about student progress toward an agreed-upon goal is sufficient to maintain high rates of accurate plan implementation by teachers.
Support provided in this manner requires minimal time investment on the part of both teacher and consultant compared to previously examined treatment packages. In this condition, contingencies for treatment integrity were not programmed or communicated explicitly.
A second goal of this study was to replicate the findings of DiGennaro et al. Specifically, we compared the effects of goal setting and performance feedback about student behavior to a condition in which teachers received daily written feedback about their own implementation accuracy.
A third goal of this study was to determine if high levels of treatment integrity would be maintained when the schedule of feedback was progressively thinned from daily to once every 2 weeks, thus further replicating the findings of Noell et al.Comparison of course completion and student performance through online and traditional courses Enrollment in online courses has outpaced overall university enrollment for the past several years.
The growth of online courses does not appear to be slowing. This dissertation examines the impact two technology-based delivery systems--telecourses and Web-based instruction--have on the student's learning experience, compared with an equivalent classroom-based instructional method.
The sample was comprised of 78 students from Lakeland Community College in Ohio. All of these students were enrolled in Math , which was offered in each of the . The disparities in educational performance highlight that state and local governments have a major impact on student outcomes and the rigor of state standards—larger than many Americans may realize.
A comparison of student academic performance with traditional, online, and flipped instructional approaches in a C# programming course.
Journal of Information Technology Educa-. Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem‐solving . 1 a comparison of student performance in single -sex education and coeducational settings in urban middle schools by craig erico ogden (under the direction of linda m.