These studies examine course and instructional components in one of three broad categories – content, interactivity, and assessment – that influence student outcomes such as learning. Findings inform course and instructional design.
These studies examine students behaviors and perceptions, such as interactivity, social presence, engagement, and more, that influence student outcomes such as learning. Findings enhancing our understanding of process variables and their influence on student outcomes later influencing process instrumentation and course design based on influence process variables.
These studies examine students preparedness and readiness, such as access to technology, experience with technology, organization skills, and more, that influence student outcomes such as learning. Findings can result in institutional support structures to increase the readiness and preparedness of students.
These studies examine program staff behaviors, such as support provided through coaching, tutoring, supplemental instruction, and program or institutional services, and more, that influence student access and success, including learning. They may also include understanding the roles and experiences of staff as well. Findings influence decisions in designing support structures and encourage support staff behaviors to positively influence student success.
The National Distance Education and Technological Advancement (DETA) Research Center, funded by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE), has awarded 6 subgrant awards for research examining key factors influencing student success in distance education. These grants support a range of projects, including research focused on the influences and outcomes of students who are underrepresented in distance education research (e.g., racial/ethnic minorities, first generation college students, and students with disabilities).