TY - JOUR
T1 - General and unique predictors of student success in online courses
T2 - A systematic review and focus group
AU - Arulkadacham, Lilani
AU - McKenzie, Stephen
AU - Aziz, Zahra
AU - Chung, Jennifer
AU - Dyer, Kyle
AU - Holt, Christopher J.
AU - Garivaldis, Filia Joanne
AU - Mundy, Matthew
N1 - Funding Information:
This project was funded by the Monash Education Academy (MEA).
Publisher Copyright:
© 2021, University of Wollongong. All rights reserved.
PY - 2021
Y1 - 2021
N2 - Despite the increase in the availability and popularity of online educational programs, there is a lack of understanding of non-academic as well as academic predictors of online student success. In this study, we have investigated predictors of tertiary level student success via the Psychology discipline, a popular online subject. A systematic literature review, followed by focus groups with students and instructors from online Psychology courses, revealed several important findings including a profile of general predictors of online student success and the existence of discipline-specific online student success predictors which can be extended to a variety of health care courses. Understanding the indicators of effective online education will allow course designers and instructors to develop strategies specific to the online mode and particular disciplines, enabling implementation of evidence-based education practices, which can support academic and non-academic student success in a range of online courses.
AB - Despite the increase in the availability and popularity of online educational programs, there is a lack of understanding of non-academic as well as academic predictors of online student success. In this study, we have investigated predictors of tertiary level student success via the Psychology discipline, a popular online subject. A systematic literature review, followed by focus groups with students and instructors from online Psychology courses, revealed several important findings including a profile of general predictors of online student success and the existence of discipline-specific online student success predictors which can be extended to a variety of health care courses. Understanding the indicators of effective online education will allow course designers and instructors to develop strategies specific to the online mode and particular disciplines, enabling implementation of evidence-based education practices, which can support academic and non-academic student success in a range of online courses.
KW - Distance education
KW - Online Courses
KW - Online education
KW - Student success
UR - http://www.scopus.com/inward/record.url?scp=85125567099&partnerID=8YFLogxK
U2 - 10.53761/1.18.8.7
DO - 10.53761/1.18.8.7
M3 - Article
AN - SCOPUS:85125567099
SN - 1449-9789
VL - 18
JO - Journal of University Teaching and Learning Practice
JF - Journal of University Teaching and Learning Practice
IS - 8
M1 - 07
ER -