Course Withdrawal and Learning Outcomes in Asynchronous and Synchronous Online Sections of Introductory Psychology (Poster 44)

• In Event: AERA Poster Session Two
  In Poster Session: Technology-Based Environments and Engagement

Abstract

Concerns about student persistence in online college courses have increased during the COVID-19 pandemic. We assessed course withdrawal rates and learning outcomes of undergraduates (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective college in Spring 2021. All sections followed the same curriculum. Half were fully asynchronous; half met synchronously via Zoom. Using propensity-score adjusted regression, we balanced groups on relevant covariates (e.g. first-semester status). Asynchronous sections (regular and large capacity) had higher course withdrawal rates, suggesting that teacher presence in synchronous sections may have helped students remain engaged in online coursework. For those who persisted, course outcomes (quizzes, tests, assignments submitted) were equivalent across formats, indicating students’ ability to learn in either format.

Authors

• Nicole Zapparrata, Graduate Center - CUNY
  Presenting Author

• C. Donnan Gravelle, Wagner College
  Presenting Author

• Teresa M. Ober, Educational Testing Service
  Non-Presenting Author

• Arshia Lodhi, College of Staten Island - CUNY
  Non-Presenting Author

• Raoul Roberts, Graduate Center - CUNY
  Non-Presenting Author

• Elizabeth Shiu Che, Graduate Center - CUNY
  Non-Presenting Author

• Jessica E. Brodsky, Graduate Center - CUNY
  Non-Presenting Author

• Patricia J. Brooks, Graduate Center - CUNY
  Non-Presenting Author