A study was conducted to examine instructional characteristics and their relationship to student outcomes in online courses at a 2-year and 4-year higher educational institution. Instructional characteristics included learner support, course design and organization, content design and delivery, interactivity (student-instructor and student-student), and assessment and evaluation. A student survey instrument was created that captures student perceptions of the instructional characteristics of their course, their learning, and their satisfaction with the course. The data collected from the student survey was merged with data from institutional student information systems (e.g., demographics and course grade). This article examines the relationship between these instructional characteristics, sometimes referred to as indicators of online course quality, and their relationship to student outcomes for all students and for underrepresented students. Significant findings from multiple regression analyses are reported. Additional analyses were conducted to examine differences among underrepresented students (minorities, first-generation, low-income, students with impairments/disabilities) using MANOVA. No significant differences are reported.

中文翻译：

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教学特征和学生成果的跨机构研究：在线课程的质量指标是否能够预测学生的成功？

进行了一项研究，以研究2年制和4年制高等教育机构在线课程的教学特征及其与学生成绩的关系。教学特征包括学习者支持，课程设计和组织，内容设计和交付，互动性（学生-教师和学生-学生）以及评估和评估。创建了一个学生调查工具，以捕获学生对其课程的教学特征，学习和对课程的满意度的看法。从学生调查收集的数据与来自机构学生信息系统的数据（例如，人口统计和课程成绩）合并在一起。本文研究了这些教学特征之间的关系，有时被称为在线课程质量的指标，以及它们对所有学生和代表性不足的学生与学生成绩的关系。报告了多项回归分析的重要发现。进行了其他分析，以使用MANOVA检验代表性不足的学生（少数民族，第一代，低收入，有残障/残疾学生）之间的差异。没有明显差异的报道。