English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study focused on building achievement and persistence models of students enrolled in online self-paced courses using 11,829 AY 2014-15 records from the University of Missouri. Course satisfaction, delivery mode, and student characteristics were used to create the models. Model building and trimming using hierarchical linear modeling occurred in which level-2 units were online self-paced courses and level-1 units were students. In terms of persistence, the log-odds of persistence were related to course satisfaction holding constant other predictors. Gender, academic level, enrollment time, and active completion time had significant effects on persistence and achievement. Persistence and prior self-paced experience also had significant effects on achievement, with prior self-paced course experience having a negative effect. Enrollment time had negative effects on persistence and achievement. Females and upper-division students generally received higher scores than males and lower-division students. The effect of persistence on achievement was largest by far, as one might logically predict.

Academic achievement and persistence in online self-paced courses