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An Evaluation of Student Outcomes by Course Duration in Online Higher Education

An Evaluation of Student Outcomes by Course Duration in Online Higher Education. Scott W. M. Burrus, Ph.D. Melanie E. Shaw, Ph.D. November 22, 2013. Introduction. A quantitative study of 6 identical online courses taught in two length formats. 8 weeks (3 classes) 16 weeks (3 classes)

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An Evaluation of Student Outcomes by Course Duration in Online Higher Education

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  1. An Evaluation of Student Outcomes by Course Duration in Online Higher Education Scott W. M. Burrus, Ph.D. Melanie E. Shaw, Ph.D. November 22, 2013

  2. Introduction • A quantitative study of 6 identical online courses taught in two length formats. • 8 weeks (3 classes) • 16 weeks (3 classes) • Identical assignments • Identical assessments • Identical learning management system • Identical instructor

  3. Questions for Reflection • What is the shortest duration in which a 3-credit course should be offered in a higher education setting? • What is the longest duration in which a 3-credit course should be offered in a higher education setting? • What are the benefits of shorter duration courses? • What are the risks/drawbacks of shorter duration courses? • Is there a difference in your answers to the above questions if the course is offered online vs. face-to-face?

  4. The Credit Hour • The credit hour is a way to quantify time spent in a course. • Typical credits per course (undergraduate, graduate, and doctoral) – 3 credits • Typical undergraduate degree program credit requirement – 120+ Credits • Typical graduate degree program credit requirement – 36+ credits • Typical doctoral degree program credit requirement – 50+ credits • 120-144 hours spent in a 3 credit course.

  5. Literature on the Topic • Allen, I., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Needham, MA: The Sloan Consortium, 1-26. Retrieved from http://sloanconsortium.org/publications/survey/class_differences • Anderson, T. I., & Anderson R. J. (2012 Supplement). Time compressed delivery for quantitative college courses: The key to student success. Academy of Educational Leadership Journal, 16, 55-62. • Ferguson, J. M., & DeFelice, A. E. (2010). Length of online course and student satisfaction, perceived learning, and academic performance. International Review of Research in Open and Distance Learning, 11(2), 73-84. • Ho, W. L., & Polonsky, M. (2012, August). Marketing students' perception of traditional and intensive delivery: An exploratory study. In ANZMAC 2007: 3Rs, reputation responsibility relevance (pp. 3268-3273). University of Otago, School of Business, Dept. of Marketing. • Kucsera, J. V., & Zimmaro, D. M. (2010). Comparing the effectiveness of intensive and traditional courses. College Teaching, 58(2), 62-68. doi:10.1080/87567550903583769 • Schoenfeld, C., & Zillman, D. (1967). Summer term problems and prospects. The Journal of Higher Education, 38(7), 401-402. • Scott, P. A., & Conrad, C. F. (1991). A critique of intensive courses and an agenda for research. Madison, WI: Division of Summer Sessions and Inter-college Programs. (ERIC Document Reproduction Services No. ED 337 087). • Seamon, M. (2004). Short and long-term differences in instructional effectiveness between intensive and semester-length courses. Teachers College Record, 106(4), 852-874. doi: 10.1111/j.1467-9620.2004.00360.x • Sheldon, C., & Durdella, N. (2010). Success rates for students taking compressed and regular length developmental courses in the community college. Community College Journal of Research and Practice, 35, 39-54. doi:10.1007/s10755-010-9141-0 • Spurling, S. (2001). Compression of semesters or intensity of study: What is it that increases student success. Paper presented at the Annual Meeting of the Research and Planning Group (39th, Lake Arrowhead, CA, May 2-4, 2001).

  6. Problem Statement • Varying school calendar • Reliance on the Carnegie Hour as the measure of time • Scheduling is a financial and operational consideration • Student engagement, achievement, and success • Optimal course length

  7. Purpose Statement • Correlational study • Abnormal psychology course • Community college • 115 students • 18 assignments per course • 6 classes • To determine optimal course duration

  8. Research Questions • Question 1 – Is there a relationship between course length and student achievement? • Question 2 – Is there a relationship between course length and assignment completion?

  9. Methodology • A quantitative, correlational or associational analysis • Determine if course length was related to student achievement or assignment completion • All non-subjective grading

  10. Results • Descriptive Statistics Group / Sample M(SD) (assignments completed) M(SD) (final score) 8-week term / n=57 15.6/3.2 763/191 16-week term / n=58 15.5/2.9 756/165

  11. Discussion • No statistical difference in student outcomes by course length • Controlled variables • Limited generalizability

  12. Conclusion • 16 and 8 week courses provide similar learning outcomes • Data exist to support intensive or compressed courses • Success in both course length formats

  13. Questions? • Thanks so much for your participation! • Scott Burrus – sburrus@ncu.edu • Melanie Shaw – mshaw@ncu.edu

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