A Multilevel Analysis of Distance Learning Achievement: Are College Students with Disabilities Making the Grade?
The purpose of this study was to investigate whether academic outcomes (course grades) differ when taking online and traditional courses, among students with and without disabilities. Participants consisted of a 3,078 undergraduate and graduate students from a comprehensive midsized Historically Bla...
| Publicado en: | Journal of Rehabilitation Vol. 76; no. 2; pp. 27 - 40 |
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| Autores principales: | , , |
| Formato: | Artículo |
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National Rehabilitation Association
April/May/June 2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511004572&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511004572 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00224154 JRH jtl: Journal of Rehabilitation issn: 00224154 maglogo: N pubinfo: dt: April/May/June 2010 vid: 76 iid: 2 pid: 1371 pub: National Rehabilitation Association artinfo: ui: 511004572 ppf: 27 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 16.3MB tig: atl: A Multilevel Analysis of Distance Learning Achievement: Are College Students with Disabilities Making the Grade? aug: au: Stewart, James F. Choi, Jaehwa Mallery, Coretta su: College students Education of people with disabilities Distance education Academic achievement United States sug: subj: United States College students Education of people with disabilities Distance education Academic achievement ab: The purpose of this study was to investigate whether academic outcomes (course grades) differ when taking online and traditional courses, among students with and without disabilities. Participants consisted of a 3,078 undergraduate and graduate students from a comprehensive midsized Historically Black College or University on the east coast of the United States. Hierarchical linear modeling was used to determine whether disability status was related to outcomes, while controlling for student-level and class-level variables. Results indicate similar level of achievement among students. Yet, the cross-level interaction term was significant, suggesting that students with disabilities may perform better in online courses than traditional courses. Rationale for the results, theoretical backgrounds, research design, and future directions for research are presented. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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