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Georgia Journal of Science

Article Title

EARLY COURSE PERFORMANCE ALERTS INCREASE PERCENTAGE OF PASSING GRADES IN RETENTION CHALLENGED TECHNOLOGY AND MATH INTENSIVE ONLINE COURSES

Abstract

Pass-Withdrawal-Fail and course assessment data show higher WWF percentages for online than face-to-face (ftf) students in Introductory Astronomy Laboratories, but similar averages on end-of-semester common course exams. Hence, online students perform equally well as ftf students but a lot more are dropping out before completion. Unlike ftf students, online students face course mode challenges that significantly increase their cognitive load and time commitment beyond that of ftf students. While supplying consistent access to study groups and live, immediate instructor interaction is difficult in the online environment, preliminary data show that very early individual course performance alerts based on students’ current course percentages increase the number of passing grades.

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