Relationships Between Student Characteristics and Student Persistence in Online Classes at a Community College PDF Download
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Author: Vincent P. Rodriguez
Publisher:
ISBN: 9781267019110
Category : College attendance
Languages : en
Pages : 276
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Book Description
Abstract: California Community College online enrollments are increasing significantly and colleges are being held accountable for online course persistence rates that are generally lower than traditional classroom persistence rates. As a result, community colleges need to gain a better understanding of why students are dropping out of online classes at a higher rate than students in traditional classroom courses. This study is secondary analysis of pre-existing data collected by a California community college. A cross-sectional design uses descriptive statistics, t-test, factor analysis, and logistic regression to identify differences between persisters and non-persisters, reliable factors that capture the online student experience, and variables or factors that may be used for predicting student persistence in online classes. By analyzing these data, this study may assist funding agencies, governing boards, and colleges in development of policy and practice to improve online persistence rates. Results show positive influences on online course persistence at this college are related to students' background characteristics and prior educational performance. Negative influences are primarily related to finance, socioeconomic factors, and being Black or African American, or Mexican or Mexican American. Non-persisters report more frequent use of college services and have higher perceived importance for college services than persisters. One of the most important findings from this study may be that students most at risk of dropping out of online classes at this college generally take advantage of college services and support more than students who do not drop out of online classes. However, even with the increased use of college services, these at risk students still drop out of online classes more than other students. Therefore, online persistence rates at this community college may have more to do with the students who enroll in online classes than the quality of instruction or support services.
Author: Vincent P. Rodriguez
Publisher:
ISBN: 9781267019110
Category : College attendance
Languages : en
Pages : 276
Get Book Here
Book Description
Abstract: California Community College online enrollments are increasing significantly and colleges are being held accountable for online course persistence rates that are generally lower than traditional classroom persistence rates. As a result, community colleges need to gain a better understanding of why students are dropping out of online classes at a higher rate than students in traditional classroom courses. This study is secondary analysis of pre-existing data collected by a California community college. A cross-sectional design uses descriptive statistics, t-test, factor analysis, and logistic regression to identify differences between persisters and non-persisters, reliable factors that capture the online student experience, and variables or factors that may be used for predicting student persistence in online classes. By analyzing these data, this study may assist funding agencies, governing boards, and colleges in development of policy and practice to improve online persistence rates. Results show positive influences on online course persistence at this college are related to students' background characteristics and prior educational performance. Negative influences are primarily related to finance, socioeconomic factors, and being Black or African American, or Mexican or Mexican American. Non-persisters report more frequent use of college services and have higher perceived importance for college services than persisters. One of the most important findings from this study may be that students most at risk of dropping out of online classes at this college generally take advantage of college services and support more than students who do not drop out of online classes. However, even with the increased use of college services, these at risk students still drop out of online classes more than other students. Therefore, online persistence rates at this community college may have more to do with the students who enroll in online classes than the quality of instruction or support services.
Author: Thomas E. Chatman (Jr.)
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 100
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Book Description
Community colleges enroll large numbers of students each year. However, their retention rates are dismal and have remained stagnant for more than 30 years. The low retention rates have serious implications for community colleges and the community at large. Low retention rates impact such things as individual health and well-being as well as funding for colleges to operate. As such, this correlational study was designed to understand the relationship between student engagement and specific student characteristics and persistence in college. The specific student engagement variables examined were student-faculty interaction, college GPA, academic self-efficacy, late registration, and sense of belonging. Moderation and mediation analysis examined the effects of race, first-generation status, and high school GPA. Data from the Community College Survey of Student Engagement (CCSSE) that was administered at Tidewater Community College (TCC) was used for the analysis. The analysis revealed that high school GPA and student-faculty interaction are positively related to college GPA. Additionally, it found student-faculty interaction to be positively related to persistence. None of the moderation and mediation hypotheses were supported in the study. Given some of the issues found with the research design used for this study, it was recommended that future research consider conducting focus groups or interviews to study persistence instead of using archival data.
Author:
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category : Performing arts
Languages : en
Pages :
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Book Description
Material in the Australian performing arts programs and ephemera (PROMPT) collection consists of programs and related items for Australian performing arts organisations, Australian artists performing overseas, professional productions performed in Australia (including those featuring overseas performers) and overseas performances of Australian plays, music, etc.
Author: Michael L. Heard
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Book Description
Author: David L. York
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 300
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Book Description
This study's purpose was to investigate the relationship of a student's inherent characteristics [Socioeconomic status--SES, age, gender, ethnicity] and performance or attrition in online and face-to-face [FTF] courses at a community college. The sample group for this study was every enrollment instance at a Midwestern community college from Spring 1998 through Spring 2002. A series of Analyses of Variance [ANOVA] was conducted on SES and age to investigate a correlation between those characteristics and performance or attrition in online and FTF courses. ANOVA test results showed no statistically significant relationship between SES and student performance and attrition in either online or FTF courses. For the variable age, the ANOVA showed a statistically significant relationship between student performance and attrition. Older students [aged 24-102] performed at higher levels and withdrew less often than younger students [18-23] in online courses. For FTF courses, just the opposite proved to be true. A series of Chi-Squares tests was conducted for the variables of gender and ethnicity. Both demonstrated a statistically significant difference between each of the gender and ethnic groups. Women appear to perform at a slightly higher level online than men do, with comparable performance for both genders FTF. Women also took incomplete grades for online courses nearly 10 times more often than men did. Only Euro-American students excelled in online courses at this community college, while other groups performed better in FTF. Online, the attrition rate for students ranged between 20% and 37%, while with FTF courses, the attrition rate was from 7.7% to 20%. Future research should focus on three very distinct areas of student performance and attrition in online courses: (1) Expanded research on all aspects of two-year postsecondary education programs and institutions. Online learning, in particular, seems problematic for some of these two-year students. (2) The relationship between academic support and student performance and attrition in both online and FTF courses. (3) The communication constructs of meaning that are used in the design of courses, particularly in visual and textual communication that online courses rely so heavily upon.
Author: Alfred Rovai
Publisher: Elsevier
ISBN: 1780631626
Category : Education
Languages : en
Pages : 267
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Book Description
The purpose of this book is to increase understanding of the major theories, issues, challenges, and solutions related to online distance education. It balances practical advice with a description of the theoretical and research-based underpinnings for the culturally-responsive strategies presented. An important integrating theme is the impact of globalization and internationalization on all aspects of distance education. Consequently, the book examines the implications of global reach and cross-border education and promotes the integration of global learning in academic programs. Addresses the global reach of distance education and associated cultural, linguistic, and accreditation issues Describes the latest online learning technologies, e.g., blogs, wikis, podcasting, mobile learning, virtual worlds, etc. Addresses the culture of higher education and forces that are moving higher education in new directions, e.g., academic capitalism, consumerism, and competition among non-profit, for-profit, and corporate universities
Author: Berdyne Butcher Eddy
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 250
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Book Description
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1119101999
Category : Education
Languages : en
Pages : 788
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Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Book Description
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
