Jennifer Campbell
Diane Horton
ABSTRACT
Enrollment in post-secondary online courses has been increasing, but several studies have found that the drop rates in online courses are higher than in face-to-face. In our previous study comparing an online section of CS1 with a face-to-face flipped section, we also found the drop rate higher in the online section. Given that we plan to continue offering online options for our students, we aim to identify factors associated with success in online CS1. In this paper, we examine factors that are under students' own control such as how fully they participate in ungraded but important learning activities, and other factors that we may be able to manipulate and improve, such as students' skills for self-regulated learning, and their sense of community in the course. We found important differences between the online and flipped sections regarding what behaviours and attributes were associated with success. While completion of unmarked practice exercises was a factor for both sections, test anxiety and self-efficacy were factors only for the online section, and intrinsic goal orientation was a factor only for the flipped section.
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Index Terms
- Factors for Success in Online CS1
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