Several participants in the initial cohort established goals related to course completion and academic persistence.  Typically, course completion rates are highest for graduate courses and lowest for lower-division courses. Data related to demonstration program participants’ distance education courses follow this same pattern.

 

In 2000-01, one institution, which offers bachelor’s degree completion and master’s degree programs, exceeded its goal of maintaining a cumulative online course completion rate of 80%.  The online course completion rate rose to 80.8% from 79.64% reported for the prior year. The institution’s analysis indicates that higher completion rates result from the utilization of active learning techniques, such as case study work, group research projects and group discussions or debates. 

 

Another institution, which offers certificates, and associate and bachelor’s degree programs, set a quarterly course retention goal of 82%, which it exceeded during three of the four quarters of the 2000-01 academic year.  The quarter in which the course retention rate fell short of the goal was one in which the institution experienced many problems with the technology that supports administrative processes and course delivery.  This is a strong validation of the inclusion of technical systems in distance education quality assessments. 

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