虚拟咨询是否增加了大学入学率? 来自随机分配大学访问实地实验的证据
Meredith Phillips1, Sarah Reber2
1UCLA.
概括
虚拟大学辅导改善了学生的支持和申请范围,但没有提高入学率. 低强度的虚拟课程可能不足以满足所有需要密集,面对面的大学入学指导的学生.
科学领域:
- 教育政策 教育政策
- 获得高等教育的机会.
- 虚拟学习干预措施 虚拟学习干预措施
背景情况:
- 面对面的大学入学计划显示出有效性.
- 有限的数据存在于虚拟干预的可比益处.
- 可扩展,低成本的虚拟程序越来越相关.
研究的目的:
- 评估两个虚拟大学辅导计划的变体.
- 评估对大学申请行为和结果的影响.
- 探索项目有效性或缺乏有效性背后的机制.
主要方法:
- 随机对照试验设计.随机对照试验设计.
- 虚拟大学辅导计划的两个变体.
- 分析了关于学生经验和成果的广泛调查数据.
主要成果:
- 学生们报告说,在大学申请中,支持增加了.
- 参与者更广泛地应用到四年制机构.
- 没有观察到大学录取或入学率的显著增加.
结论:
- 虚拟干预可以增强应用程序支持和广度.
- 低强度的虚拟课程可能对许多学生来说不足.
- 面对面的,密集的支持可能对大学入学至关重要.
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