The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submis...

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Autor principal:	Janine Lim
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	learner behavior online learning performance self-paced student completion assignment sequence distance education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/89e4e41b1adc4fec96f7543ea7f4d904
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spelling	oai:doaj.org-article:89e4e41b1adc4fec96f7543ea7f4d9042021-12-02T16:59:54ZThe Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses10.19173/irrodl.v17i1.21671492-3831https://doaj.org/article/89e4e41b1adc4fec96f7543ea7f4d9042016-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2167https://doaj.org/toc/1492-3831 A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses. Janine LimAthabasca University Pressarticlelearner behavioronline learning performanceself-pacedstudent completionassignment sequencedistance educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	learner behavior online learning performance self-paced student completion assignment sequence distance education Special aspects of education LC8-6691
spellingShingle	learner behavior online learning performance self-paced student completion assignment sequence distance education Special aspects of education LC8-6691 Janine Lim The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
description	A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses.
format	article
author	Janine Lim
author_facet	Janine Lim
author_sort	Janine Lim
title	The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
title_short	The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
title_full	The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
title_fullStr	The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
title_full_unstemmed	The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses
title_sort	relationship between successful completion and sequential movement in self-paced distance courses
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/89e4e41b1adc4fec96f7543ea7f4d904
work_keys_str_mv	AT janinelim therelationshipbetweensuccessfulcompletionandsequentialmovementinselfpaceddistancecourses AT janinelim relationshipbetweensuccessfulcompletionandsequentialmovementinselfpaceddistancecourses
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The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

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