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Completion Rates and Distance Learners

Completion Rates and Distance Learners

Nathan K. Lindsay, Scott L. Howell, R. Dwight Laws
Copyright: © 2005 |Pages: 7
ISBN13: 9781591405559|ISBN10: 1591405556|EISBN13: 9781591405542
DOI: 10.4018/978-1-59140-555-9.ch047
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MLA

Lindsay, Nathan K., et al. "Completion Rates and Distance Learners." Encyclopedia of Distance Learning, edited by Caroline Howard, et al., IGI Global, 2005, pp. 310-316. https://doi.org/10.4018/978-1-59140-555-9.ch047

APA

Lindsay, N. K., Howell, S. L., & Laws, R. D. (2005). Completion Rates and Distance Learners. In C. Howard, J. Boettcher, L. Justice, K. Schenk, P. Rogers, & G. Berg (Eds.), Encyclopedia of Distance Learning (pp. 310-316). IGI Global. https://doi.org/10.4018/978-1-59140-555-9.ch047

Chicago

Lindsay, Nathan K., Scott L. Howell, and R. Dwight Laws. "Completion Rates and Distance Learners." In Encyclopedia of Distance Learning, edited by Caroline Howard, et al., 310-316. Hershey, PA: IGI Global, 2005. https://doi.org/10.4018/978-1-59140-555-9.ch047

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Abstract

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distance learners’ characteristics.

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