TY - CHAP
T1 - Using written responses to reflection questions to improve online student retention
T2 - A text analysis approach
AU - Glick, Danny
AU - Cohen, Anat
AU - Gabbay, Hagit
N1 - Publisher Copyright:
© 2023, IGI Global.
PY - 2023/3/7
Y1 - 2023/3/7
N2 - Online learning has been recognized as a promising approach to improve learning outcomes in developing countries where high-quality learning resources are limited. Concomitant with the boom in online learning, there are escalating concerns about academic accountability, specifically student outcomes as measured by persistence and success. This chapter examines whether evidence of reflection found in student written responses to a set of skill-building videos predicts success in online courses. Using a text analysis approach, this study analyzes 1,871 student responses to four reflection questions at a large online university in Panama. A Kruskal-Wallis test found median final course grade differences between students who showed no evidence of significant learning in their written responses and those using 1-13 words associated with significant learning. These results suggest that persistence and performance in online courses can be predicted by evidence of reflection found in student written responses to reflection questions.
AB - Online learning has been recognized as a promising approach to improve learning outcomes in developing countries where high-quality learning resources are limited. Concomitant with the boom in online learning, there are escalating concerns about academic accountability, specifically student outcomes as measured by persistence and success. This chapter examines whether evidence of reflection found in student written responses to a set of skill-building videos predicts success in online courses. Using a text analysis approach, this study analyzes 1,871 student responses to four reflection questions at a large online university in Panama. A Kruskal-Wallis test found median final course grade differences between students who showed no evidence of significant learning in their written responses and those using 1-13 words associated with significant learning. These results suggest that persistence and performance in online courses can be predicted by evidence of reflection found in student written responses to reflection questions.
UR - http://www.scopus.com/inward/record.url?scp=85159054167&partnerID=8YFLogxK
U2 - 10.4018/978-1-6684-6500-4.ch013
DO - 10.4018/978-1-6684-6500-4.ch013
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AN - SCOPUS:85159054167
SN - 1668465000
SN - 9781668465004
SP - 282
EP - 303
BT - Supporting Self-Regulated Learning and Student Success in Online Courses
PB - IGI Global
ER -