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dc.contributor.authorLiu, Juhong Christieen_US
dc.date.accessioned2014-03-14T20:09:22Z
dc.date.available2014-03-14T20:09:22Z
dc.date.issued2007-04-04en_US
dc.identifier.otheretd-04112007-171550en_US
dc.identifier.urihttp://hdl.handle.net/10919/26775
dc.description.abstractWith the fast growth of online education, factors influential to course completion need to be examined. Statistically, this study explored the relationship between five course status factors identified in the literature and the completion of previously incomplete online courses in a course-based approach. The five factors were about the curricular and completion status of an online course with an initially assigned "Incomplete" grade, including credit hours, required assignments, initially submitted assignments, initially earned points, and duration of incomplete status. The extent of coursework completion was measured by the subsequently completed assignments and subsequently earned points. Online courses (n = 933) offered with the 15 different course titles in an online graduate degree program and assigned an "Incomplete" grade in their registration terms between fall 2001 and fall 2005 were used as the units of data analysis. Multiple regression, logistic regression, descriptive statistics analyses, Chi-square tests, and independent t-tests were used for the statistical analysis. The results showed that there were significant differences (a = .05) in the required assignments, initially submitted assignments, initially earned points, and duration of incomplete status between the courses that were completed eventually and those that remained incomplete. According to the statistically significant results, the set of the five course status variables could explain 93.6% of the variance in the completion measured by the subsequently completed assignments and account for 87% of the variance in the completion measured by the subsequently earned points. The statistically significant results also indicated that the set of the five variables could be used to predict the probability of the coursework completion. Regarding the individual variables, the statistically significant results identified the required assignments and initially submitted assignments as the factors contributing to the explanation of the variance in the coursework completion measured by the subsequently completed assignments; the credit hours, required assignments, initially earned points, and duration of incomplete status as the factors contributing to the explanation of the variance in the coursework completion measured by the subsequently earned points. The required assignments and duration of incomplete status were identified as significant predictors of the completion.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartliujc_ETD_final.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectcoursework completionen_US
dc.subjectonline coursesen_US
dc.subjectIncompleteen_US
dc.titleAn Exploration of Factors Related to the Completion of Distance Education Courseworken_US
dc.typeDissertationen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeememberSaunders, William R.en_US
dc.contributor.committeememberDoolittle, Peter E.en_US
dc.contributor.committeememberBurton, John K.en_US
dc.contributor.committeememberPotter, Kenneth R.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04112007-171550/en_US
dc.contributor.committeecochairLockee, Barbara B.en_US
dc.contributor.committeecochairMoore, David Michaelen_US
dc.date.sdate2007-04-11en_US
dc.date.rdate2008-04-30
dc.date.adate2007-04-30en_US


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