Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis

By Shanna Smith Jaggars, Thomas R. Bailey. 2010

217 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/b2ae7b232250dcd02d83574910f26fb25ff44e4a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Di Xu
2. Shanna Smith Jaggars
3. Saleh Al-Salman
4. Ahmad S. Haider

In Education

1. Di Xu
2. Shanna Smith Jaggars
3. Saleh Al-Salman
4. Ahmad S. Haider
5. Thomas Nygren
6. M. Hout
7. John Hilton III
8. T. McCowan

In Information Systems

1. Di Xu
2. Saleh Al-Salman
3. Ahmad S. Haider
4. Shanna Smith Jaggars

Citations in the corpus

• The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system (2013, background): “Moreover, each course included in the rigorous research cited above was conducted within a selective college or university (Jaggars & Bailey, 2010)— institutions that are not representative of the less-selective or open-access colleges that make up the bulk of the nation’s postsecondary sector.”
• Jordanian University Students’ Views on Emergency Online Learning During COVID-19 (2021, result): “These findings are consistent with previous research outcomes, which draw a correlation between the students’ low income and their poor academic success and progression through school Online Learning Journal – Volume 25 Issue 1 – March 2021 5 295 (Jaggars & Bailey, 2010; Sikhan, 2013).”
• In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs) (2015, unknown): “But for every study that suggested no significant difference or that students possibly might learn better online (e.g., Means, Toyama, Murphy, Bakia, & Jones, 2010), another study suggested the opposite (see Jaggars, 2011; Jaggars & Bailey, 2010; Jaggars & Xu, 2010; Xu & Jaggars, 2011).”
• Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, background): “…while small-scale studies of online learning in elite universities have found few differences in outcomes between online and face-to-face courses (Bailey & Jaggars, 2010), community colleges often observe markedly lower persistence rates and course grades in online courses (e.g., Beatty-guenter,…”
• Interactive Learning Online at Public Universities: Evidence from a Six-Campus Randomized Trial. (2014, background): “Department of Education, 2010) and only a handful involve semester-long courses in higher education (Jaggars and Bailey, 2010).”