The purpose of this research is to determine whether independent undergraduate students in the US who enrolled in distance education classes were less likely to have an enrollment gap (an enrollment gap means enrollment for less than 9 months in a year) in 2008. Previous research has shown that preference for distance education classes is significantly greater among independent than among dependent undergraduate students; the former invariably have a greater number of competing demands (work and family) on their time. Since distance education courses provide students with more convenient and flexible class schedules, independent students who have time- or location-constraints that prevent them from enrolling in face-to-face classes during a semester or quarter may be more likely to enroll in distance education classes in order to stay enrolled for the entire academic year. Based upon this rationale, we predicted that independent students who enrolled in distance education classes would be less likely to have an enrollment gap. To test this prediction, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. Results confirm that enrollment in distance education classes in 2008 is significantly related to a decreased likelihood of an enrollment gap among independent students but not among dependent students. These results suggest that the offer of distance education classes could increase degree progress and completion rates for non-traditional undergraduates.

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. A 7-point Likert scale survey instrument was constructed and distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in the survey instrument. A factor analysis produced seven reliable factors. Three factors contained only two tasks under each factor and half of the teaching tasks did not load into any category. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success.

Students continue to demand and enroll in online courses, but are not always satisfied with their experiences. The purpose of this study was to determine if students’ responses to evaluations for online courses could be used to identify faculty actions that could lead to improved evaluation scores in teaching effectiveness and overall course value. Controversy continues to exist over the validity of student evaluations to measure faculty effectiveness and overall course quality. Faculty do not always utilize the collected data for the improvement of teaching. Results indicate that stimulation of learning had the most effect on perceptions of teaching effectiveness and useful and relevant assignments had the highest correlation to overall course value.

Many researchers have documented connections between student motivation/proactive student behavior and academic success. This study investigates if early participation on course message boards is connected with success in online and hybrid courses. Investigating 12 first-year writing classes, eight hybrid and four fully online, the authors found that first posters on course message boards had better grades than the class final average in every course, and later posters tended to have lower grades than the course average. The researchers also correlated course performance with average length of posts, finding earlier posts to be longer. This study was conducted in two phases, with the researchers initially investigating six courses and then engaging in a more robust analysis with additional metrics of six additional courses. The results provide teachers with evidence to support the connection between student volition and success in classes that rely heavily on learning in asynchronous writing environments.