Multiple Perspectives - Assessing Student Learning in Distance Based Education though Asynchronous Online Discussions

摘要

Evaluation of progressive cognitive skills on asynchronous discussion boards was investigated as a contributing variable for raising institutional graduation rates of online institutions which target veterans and other military related populations. This approach is formalized theoretically through an examination of Herzberg's motivators suggesting completing challenging work increases intrinsic academic satisfaction and thus, the likelihood of graduation. Statistical analysis of level of cognitive domain presence was tied to academic institutions falling into three different graduation rate categories: 1-20%; 21-40%; and 41-60%. The researchers found that a statistical significance existed between the mean cognitive skill demonstrated on discussion boards in each graduation rate category. In fact, a positive correlation existed: The higher the institution graduate rate, the higher the occurrence of higher cognitive skills, to include analysis and application. This investigation is timely in light of current nationwide concerns about institutional graduation rates.