/pdf/educational-attainment-in-the-united-states-march-1977-and-1j0zlytaod.pdf

Educational Attainment in the United States: March 1977 and 1976. Current Population Reports, Population Characteristics, Series P-20, No. 314.

Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

A systematic review of research on online teaching and learning from 2009 to 2018.

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Allergic Fungal Sinusitis

This study examined the utilisation of learning analytics to support study success in higher education. The main research question was to identify whether there is a link between learning analytics and the respective intervention measures to increase study success at higher education institutions. The systematic review included empirical studies conducted during the past five years. Search terms identified 6,220 articles from various scientific sources. After duplicated articles were removed, there were 3,163 articles remaining. Each of the articles were screened and the inclusion criteria (e.g., peer-reviewed, rigorous research findings) limited the key studies to 41 articles. This paper presents an overview of the results of this systematic review. It is concluded that evidence can be found supporting the use of learning analytics to support study success in higher education. However, study success may not be exclusively the result of the use of learning analytics but also some additional means of technological or institutional support. The findings also suggest a wider adoption of learning analytics systems as well as work towards standardisation of learning analytics procedures which can be integrated into existing digital learning environments.

https://link.springer.com/content/pdf/10.1007/s11423-020-09788-z.pdf

Utilising Learning Analytics to Support Study Success in Higher Education: A Systematic Review.

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The electronic portfolio (e-portfolio) program at the Pennsylvania State University, initiated to assist students find employment upon graduation, quickly evolved into a 4-year sequential process f...

The Impact of an E-Portfolio Program in a Music Education Curriculum

Fungus ball of the sphenoidal sinus in an immunocompetent host.

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument, an abbreviated form the Statistics Anxiety Rating Scale (STARS), a survey of expected grade and expected time commitment, and the first lesson quiz. At the end of the semester, whether or not each student successfully completed the course with a grade of D or higher was recorded. It was hypothesized that students who successfully completed the course would have had favorable ratings on each of these variables. While there were no significant differences between students who did and did not successfully complete the course in terms of anxiety, attitudes, or expected time commitment, students who completed the course had higher scores on the GOALS, higher expected grades, and higher scores on the first quiz of the semester. Stepwise logistic regression found that students’ attitudes towards statistics teachers and scores on the first quiz of the semester could be used to predict whether or not students would successfully complete the course. Based on these findings, suggestions for online instructors are given.

/pdf/exploring-factors-related-to-completion-of-an-online-2n8l955gec.pdf

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course.

This chapter describes how a commitment to instructional design principles has prompted the evolution of collaborative interaction between student affairs professionals and academic faculty. Central to this collaboration are the opportunities that e-portfolios have made available.

e-Portfolios: A Collaboration Between Student Affairs and Faculty

Numerous professional fields have an increasing need for individuals trained in statistics and other quantitative analysis techniques. Today there exists great potential to fulfill this need by providing opportunities through online learning. However, to provide a high-quality education for returning adult professionals seeking advanced degrees in applied statistics online, many challenges need to be overcome. Based on our experience developing Penn State University’s online program in applied statistics, we discuss the evolution of the program’s curriculum, recruitment and development of online faculty, and meeting the requirements of students as important areas that require consideration in the development of an online program. We also highlight program evaluation strategies employed to ensure innovation and improvement in online education as cornerstones to a program’s success.

The Challenges in Developing an Online Applied Statistics Program: Lessons Learned at Penn State University

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