distance learning, educational evaluation, academic achievement, education reform, curriculum development, student behavior
Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distant learner characteristics.
Original Publication Citation
Howell, S., Laws, D., & Lindsay, N. (2004). Reevaluating course completion in distance education—Avoiding the comparison between apples and oranges. Quarterly Review of Distance Education, 5(4),243–252.
BYU ScholarsArchive Citation
Howell, Scott L.; Laws, R. Dwight; and Lindsay, Nathan K., "Reevaluating Course Completion in Distance Education—Avoiding the Comparison Between Apples and Oranges" (2004). Faculty Publications. 5766.
Quarterly Review of Distance Education
David O. McKay School of Education
Instructional Psychology and Technology
Copyright Use Information