Description/Summary
Purpose: Determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses. Methods: Mixed models regression evaluated predictors of grade across 2,174 students enrolled in web-based courses at the University of Southern Maine. Results: A significant main effect indicated higher grades amid students enrolled in blended relative to completely online courses. An interaction between GPA and instruction mode revealed students with average GPA or at 1 SD below the mean to earn higher grades in blended courses relative to those offered strictly online. Another interaction between age and instruction mode indicated a higher probability of successful course completion in blended courses among older students relative to their younger counterparts. Conclusions: Students enrolled in web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students and/or those with a less than average GPA.
Publication Date
2015
Keywords
adult learning; distance education; gender studies; pedagogical issues; post-secondary education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Language
English
Document Type
Excel File
Recommended Citation
Vella, Elizabeth J.; Turesky, Elizabeth F.; and Hebert, Jenni, "Predictors of Academic Success in Web-Based Courses: Age, GPA, and Instruction Mode" (2015). Psychology Data. 1.
https://digitalcommons.usm.maine.edu/psychdata/1
