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ABSTRACT This study has two primary objectives. First, we want to know how students who enroll in online classes differ from their peers in traditional lecture classes. Our second objective involves both exploring what factors influence performance among online students, as well as whether those factors differ for online and lecture students. Our comparisons are of two large sections of a course in computer programming for which almost the only difference was that one section consisted of on-campus lectures, and the other section was online. We find that online students do differ from lecture students in a number of important characteristics. However, when we examine class performance and course completion, we find that the factors which influence performance seem to have a stronger impact on lecture students, but we cannot reject the hypothesis that factor coefficients are the same for the two groups.

Community colleges are increasingly finding that many of the issues they deal with on a day-to-day basis - retention and remedial education, to name two - are just as present among the students they don't see as the ones who show up for class on campus. That's because distance learners tend to drop out more readily than students who have regular, face-to-face contact with their instructors. And that fact, seen in retention statistics comparing students in traditional and online courses, motivated the City Colleges of Chicago to start at the beginning: at orientation. The system's Center for Distance Learning, which offers over 90 courses and has existed in some form for more than 50 years, started a project on student retention several years ago.

There is no shortage of associate degree programs online, but private four-year colleges don't tend to run them. Looking for a job? See all new postings Browse all job listings: Faculty: 3,150 Administrative: 1,453 Executive: 201 FEATURED EMPLOYERS Post a job Related stories * When IM Is the Best Way to Stay on Top, Aug. 29 * Distance Ed Continues Rapid Growth at Community Colleges, April 7 * Making Online Learning Mandatory, April 17, 2007 * Surge in Distance Ed at Community Colleges, April 16, 2007 * Scrutiny for Transfer Program, Feb. 21, 2007 E-mail this page E-mail Print this page Print This fall, Tiffin University is trying a new model for an online two-year degree program. The institution, which was founded in 1888, is launching an associate of arts degree in general studies as part of what it calls Ivy Bridge College, an online-only program that targets traditional-aged students who intend to transfer into four-year institutions once they're done. The program is unusual for being developed at a four-year private college, and also because of who it intends to enroll and what kind of degree the students will be earning.

This tutorial is designed to educate our faculty, staff, and students about copyright law and how it relates to them. BYU's official Copyright Policy states, "All members of the BYU community-faculty, staff, students, volunteers, and patrons-are expected to respect the rights of copyright owners as established by relevant state and federal laws. Members of the BYU community who disregard the Copyright Policy may be in violation of the Church Educational System Honor Code; may jeopardize their employment; may place themselves at risk for possible legal action; and may incur personal liability" (University Handbook). Simply stated, copyright compliance is a citizenship issue.

Unlocking Knowledge, Empowering Minds. Free lecture notes, exam, and videos from MIT. No registration required. "When I realized I could follow along with an MIT course... I thought, 'I can handle this!'" * Ali Sheikh Student United States Read more Free lecture notes, exams, and videos from MIT. No registration required. Learn more

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

In March 1987, the AAHE Bulletin first published "Seven Principles for Good Practice in Undergraduate Education." With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience.

Towson University is committed to providing equal access to its programs and services for students with disabilities. This commitment is in accordance with Section 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA)

The flexibility, ease and accessibility of online distance learning courses can be attractive selling points to students faced with hectic schedules. The fact that those classes require the same amount of work as traditional classes, though, is not. Online distance education courses at the University of Alaska are in high demand each semester, but they come with a high drop rate as well. Although the courses have a high attrition rate, Shane Southwick, operations manager for UAA's distance education service, said it is still better than the national average.

In part one of this two-part series, we discussed technology for overall communication and safety/security in schools. Today we highlight classroom learning technologies January 14, 2008 By Jenny Carless, News@Cisco It is not always easy to reach consensus on important education issues. Concerned people, all of whom have children's best interests at heart, may not be able to agree on content or strategies. But one thing a majority of Americans do agree on, according to a recent poll, is the importance of information technology to the future of learning and 21st century skills.