About this paper

Appears in:
Pages: 9449-9454
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0785

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

ONLINE STUDENT RESPONSIBILITIES AND INSTITUTIONAL VALUES

C. Todd1, L. Carver2

1Rio Salado College (UNITED STATES)
2St. Leo University (UNITED STATES)
The purpose of the research was to investigate the relationship between students’ reasons for late submissions, henceforth referred to as reasons, in online classes and to investigate the relationship between reasons and institutional values or standards of excellence as identified by in two private institutions of higher education. The institutions included a private nonprofit faith-based graduate school and a private for profit graduate school; all classes were graduate level education classes.

Data was collected by the reason submitted to the instructor either in the online course or by email. Student and instructor names were not recorded to maintain confidentiality. Data was collected for two-semesters.

First, the data was collected and disaggregated by institution. Using qualitative open and axial coding methodologies, the data was analyzed for themes and second, the themes was aligned with the values or standards of excellence of each institution. In other words, the researchers sought to find if there were relationships among the themes for why students submitted their work late and not according to institutional deadlines and if the themes were in conflict with any or all of each institution’s values or standards of excellence.

Next, using open and axial coding data analysis methodologies, the data for all participating institutions was aggregated by reason seeking commonalities among the institutions.

Finally, where possible, the values or standards of excellence of each institution was aligned for the purpose of data analysis; in other words the researchers identified common themes of values or standards of excellence among the participating schools.

In addition, to qualitative data analysis, where appropriate, the researchers provided descriptive statistics.

The intent of the investigation was to provide the participating schools with a snapshot of why students do not submit work according to institutional course policies and deadlines. The results are designed to provide each institution with information from which to develop persistence and retention strategies. Additionally, the results are intended add to the body of literature with regard to student success and persistence.
@InProceedings{TODD2017ONL,
author = {Todd, C. and Carver, L.},
title = {ONLINE STUDENT RESPONSIBILITIES AND INSTITUTIONAL VALUES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0785},
url = {http://dx.doi.org/10.21125/edulearn.2017.0785},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {9449-9454}}
TY - CONF
AU - C. Todd AU - L. Carver
TI - ONLINE STUDENT RESPONSIBILITIES AND INSTITUTIONAL VALUES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0785
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 9449
EP - 9454
ER -
C. Todd, L. Carver (2017) ONLINE STUDENT RESPONSIBILITIES AND INSTITUTIONAL VALUES, EDULEARN17 Proceedings, pp. 9449-9454.
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