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Article
Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment
Computers and Composition
  • David Alan Sapp, Fairfield University
  • James L. Simon, Fairfield University
Document Type
Article
Article Version
Post-print
Publication Date
1-1-2005
Abstract

In spite of benefits surrounding distance education programs, many online writing courses suffer from low student completion rates. Student retention has been identified as a concern in a number of studies of online education. We extend this discussion by examining the relationship of assessment of student work to retention, and comparing the grades students receive in online and face-to-face undergraduate writing courses. Our data point to what we call the “thrive or dive” phenomenon for student performance in online writing courses, which describes the disproportionately high percentage of students who fail or do not complete online courses compared to conventional, face-to-face courses. We extend this discussion on challenges related to student retention and propose instructional approaches for online learning that include the interpersonal accountability between teachers and students, as well as the institutional commitment necessary to ensure that students can succeed in online writing courses and programs.

Comments

Copyright 2005 Elsevier

NOTICE: this is the author’s version of a work that was accepted for publication in Computers and Composition. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers and Composition, 22(4), 471-489. DOI# 10.1016/j.compcom.2005.08.005

Published Citation
Sapp, David & Simon, James (2005). "Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment." Computers and Composition, 22(4), 471-489.
DOI
10.1016/j.compcom.2005.08.005
None
Peer Reviewed
Citation Information
David Alan Sapp and James L. Simon. "Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment" Computers and Composition Vol. 22 Iss. 4 (2005)
Available at: http://works.bepress.com/james_simon/20/