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The Relationship between Individual Student Attributes and Online Course Completion

The Relationship between Individual Student Attributes and Online Course Completion
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Author(s): Wendy Mays Elmore (Trinity Valley Community College, USA), J. Kenneth Young (Lamar University, USA), Sandra Harris (Lamar University, USA) and Diane Mason (Lamar University, USA)
Copyright: 2017
Pages: 23
Source title: Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
Source Author(s)/Editor(s): Kaye Shelton (Lamar University, USA) and Karen Pedersen (Online Learning Consortium, USA)
DOI: 10.4018/978-1-5225-0877-9.ch008

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Abstract

This study was designed to investigate the existence of a relationship between scores on the Individual Attributes subscales of the SmarterMeasure™ online learning readiness indicator and successful course completion in a first semester, undergraduate, online history, psychology, sociology, or English course. Archival data consisting of 433 records of student scores on the Individual Attributes subscale of the SmarterMeasure™ was used in this non-experimental, explanatory correlational research design. Controlling for the effect of course content and instructor, data were analyzed using partial correlation analysis. Results of the study suggested negligible to extremely weak, positive relationships between the individual subscales and passing grades in the designated courses. Although weak relationships were demonstrated in this study, community college administrators should strategically implement a best practices approach that utilizes an online readiness assessment within all online courses, to be completed within the first two weeks of the semester.

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