Attrition in Online and Campus Degree Programs.

By Belinda Patterson, Cheryl McFadden. 2009

301 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/db53a3c7b8ada105ba6789413f1be3df27c770e3

How researchers see this paper

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

Citations in the corpus

AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, background): “Patterson, B. and C. McFadden.”
Student perceptions of support services and the influence of targeted interventions on retention in distance education (2010, background): “Do students who drop out before the course even begins count? Should a student who does not formally withdraw, yet does not complete the course, be considered a dropout? How about one who completes all assignments, yet does not sit a final exam? Further, should dropout be measured in terms of course”
Comprehensive Assessment of Student Retention in Online Learning Environments (2011, background): “In more recent work, Patterson and McFadden (2009) found dropout rates to be six to seven times higher in online programs.”
The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes. (2015, background): “However, Patterson and McFadden (2009), in a study comprised of 4% African-American students found a significant relationship was between student outcome and ethnicity. Although Wyatt and Bradford (2010) did not find a difference in facilitated learning scores between students of various ethnic grou”
Measuring student engagement in technology-mediated learning: A review (2015, background): “High dropout rates for online courses and MOOCs continue to be a challenge (Jordan, 2014; Patterson & McFadden, 2009; Rice, 2006; Roblyer, 2006).”