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首页> 外文期刊>Community College Journal of Research and Practice >Chickering's Seven Principles of Good Practice: Student Attrition in Community College Online Courses
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Chickering's Seven Principles of Good Practice: Student Attrition in Community College Online Courses

机译：考林斯的良好实践七项原则：社区大学在线课程中的学生减员

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As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10668920903054907
机译：随着在线入学人数的增加，对学生流失率的担忧也随之增加。关于在线课程中学生成功的文献很多，特别是使用建构主义学习理论来创造引人入胜的学习经历。文献中还出现了Checkering和Gamson提出的良好教学实践的七个原则，被视为评估有效在线教学的公认准则。这项研究的重点是通过七项原则衡量的教学策略的使用是否会对在线课程中的学生流失率产生影响。弗吉尼亚州三所社区大学的全职和兼职教师在过去三个学期中教授在线课程，他们完成了一项在线调查，以确定他们在在线课程中使用反映基于建构主义者的七个原理的教学策略的程度。然后将调查的分数与他们课程中的损耗率进行比较。结果表明，两组都在在线课程中大力采用了反映良好实践的七个原则的教学策略，全日制教师的分数则更高。当对这些原则的结果进行单独而非整体评估时，两组在反映创新教学策略的原则上得分都较低。没有发现教师报告使用这些教学策略的程度与通过流失率衡量的学生成功率之间存在关联。但是，发现与第三个原则“鼓励主动学习”存在适度的关系。这表明在积极吸引学生方面取得了长足进步的教师在减少学生流失方面取得了一些成功。查看全文下载全文相关的var addthis_config = { ui_cobrand：“ Taylor＆Francis Online”，service_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到收藏夹链接永久链接http://dx.doi.org/10.1080/10668920903054907

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