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Direct Accountability in Online Learning Programs: A Student Perspective
PROCEEDINGS

, , , University of Phoenix Online, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: Students of online learning programs face unique challenges that can be resolved by taking a self-directed approach to their learning environment. This case study evaluates differences in effectiveness and probabilities of success when students take direct accountability and responsibility for the structure of their learning environment compared to a control group. Doctoral students from the University of Phoenix Online Program (UoP) will provide the population for the case study. Followed over a three-year period, the sample population will evaluate their collaborative learning experience using questionnaires and interviews derived from standardized models.

Citation

Waters, E., Linquist, R. & Feenan, K. (2004). Direct Accountability in Online Learning Programs: A Student Perspective. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2469-2474). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .