Public Investment in University Distance Learning Programs: Some Performance-Based Evidence

JAMES V. KOCH

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Public Investment in University Distance Learning Programs: Some Performance-Based Evidence

机译：大学远程学习计划的公共投资：基于绩效的证据

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An increasing proportion of public expenditures on higher education are devoted to distance learning. This provokes an obvious public policy question—How well does distance learning work? This study addresses that question by means of a large sample, control group study of undergraduate and graduate student success in university distance learning courses. Student success is measured by the grade assigned to the student by his/her faculty member. Gender, age, ethnic background, distance learning experience, experience with the institution providing the instruction and measures of academic aptitude and previous academic success are statistically significant determinants of student success. Similarly, faculty characteristics such as gender, age, ethnic background and education background are statistically significant predictors of student success, though not necessarily in the manner some might hypothesize.

机译：越来越多的公共高等教育支出用于远程学习。这引发了一个显而易见的公共政策问题：远程学习的效果如何？本研究通过对大学和研究生在大学远程学习课程中取得成功的大型样本，对照组研究来解决该问题。学生的成功是由其老师分配给学生的等级来衡量的。性别，年龄，种族背景，远程学习经验，在机构中提供学术能力的指导和衡量标准以及以前的学业成就的经验，在统计上是决定学生是否成功的因素。同样，教师的特征，例如性别，年龄，种族背景和受教育程度，在统计学上是学生成功的重要指标，尽管不一定以某些人的假设方式进行。

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《Atlantic economic journal》 |2006年第1期|p.23-32|共10页
作者
JAMES V. KOCH;
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Old Dominion University—U.S.A.;

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正文语种 eng
中图分类 f;
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Public Investment in University Distance Learning Programs: Some Performance-Based Evidence

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