Effect of Pre-Term Course Access on Online Learner Performance

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dc.contributor.authorBailie, Jeffrey
dc.date.accessioned2020-01-08T17:22:49Z
dc.date.available2020-01-08T17:22:49Z
dc.date.issued2019
dc.description.abstractAsynchronous delivery of instructional content makes access to online course material ahead of the official start of the academic term possible. Online courses can be “flipped” to provide enrolled students with an opportunity for access to the instructional content (course announcements, calendar dates, assigned readings, individual/group learning activities, select graded assignments, etc.) ahead of the official start of the term. This paper presents the findings of an investigation that sought to determine the influence of learner pre-term access to graduate level courses delivered entirely online. The study employed a causal-comparative research design, analyzing archival data of the pre-term login patterns of online graduate students in an examination of early access to course materials presented asynchronously. The results of this investigation offer online practitioners further insight into the potential benefit of providing early access to online courses ahead of the official beginning of the term.en_US
dc.formatFull Texten_US
dc.formatFull Text
dc.identifier.citationBailie, J. L. (2019). Effect of pre-term course access on online learner performance. Journal of Instructional Pedagogies, 18 (1).en_US
dc.identifier.issn1941-3394
dc.identifier.urihttp://hdl.handle.net/20.500.12264/148
dc.language.isoen_USen_US
dc.publisherAcademic and Business Research Institute (AABRI)en_US
dc.rightsArticle shared in the repository with the permission of the author. Originally published in the Journal of Instructional Pedagogies at http://www.aabri.com/
dc.subjectOnline Educationen_US
dc.subjectPre-Term Course Accessen_US
dc.titleEffect of Pre-Term Course Access on Online Learner Performanceen_US
dc.typeArticleen_US

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