Abstract
Current research shows that online students often feel a sense of isolation that is not always recognized and addressed by instructors and is generally detrimental to student performance. This paper reports the results of a study of online college students’ performance and outcomes in four sections of an online ‘Introduction to Databases’ course. The first two sections were taught with a mandatory weekly 1.5 hour chat room class session, while the latter two sections were taught completely asynchronously. Through regression analysis of assignment scores, exam and project performance, and threaded discussion board participation, we find that weekly real-time contact with the instructor and other students significantly improves student outcomes and increases student retention.
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