PREDICTORS OF SUCCESS IN LARGE ENROLLMENT INTRODUCTORY COURSES: AN EXAMINATION OF THE IMPACT OF LEARNING COMMUNITIES AND VIRTUAL LEARNING RESOURCES ON STUDENT SUCCESS IN AN INTRODUCTORY LEVEL SOCIOLOGY COURSE.

This article presents a study which examined an integration of several technologies, as of January 2002, into a traditional lecture-format introductory course and the resulting impact on student grades. Virtual learning consists of education enhanced by electronic technologies to the process of teaching and learning. Therefore, it includes traditional learning models complemented by the use of technology, personal computing, chat rooms, asynchronous learning networks, and e-mail, the uses of which are rapidly spreading throughout higher education. Another recent and innovative teaching strategy is the learning community. The concept of learning communities, based on creating a peer support group for students, has been hailed in part for helping to create lasting relationships among students who meet and learn together. While studies have supported the use of technology as a method of increasing performance and student satisfaction in a course, this research does not support this body of literature. No statistically significant relationship was found between the use of virtual learning tools and grade outcome. Finally, while the results only approached significance, it is important to note the relationship between Learning in Communities enrollment and grade outcome. Students enrolled in the large-enrollment introductory course as part of its combination with freshman composition scored higher than those students who did not.