Student Demographic and Academic Characteristics that Predict Community College Student Success in Online Courses PDF Download
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Author: Jennifer L. Davidson
Publisher:
ISBN: 9780355668131
Category :
Languages : en
Pages : 209
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Book Description
Online student success is a concern for higher education institutions especially community colleges with open enrollment admission. This study analyzed online student success using online GPA (dependent variable) and both demographic and academic characteristics of online students (independent variables) to determine which characteristics significantly correlated to and predicted student success in online courses. The sample included an unduplicated count of 4,046 online students enrolled in at least one online course during fall 2015 and spring 2016 at a public, Midwestern community college. Six research questions and twelve hypotheses were used to determine which independent variables led online students to a higher online GPA. Analysis was completed separately for students taking at least one online course and students taking only online courses using descriptive statistics, t tests, correlation coefficients, cross-tabulations, and logistic regression. The most significant finding was a large, positive relationship between cumulative GPA and online GPA. There was also a significant, positive correlation between online GPA and cumulative credit hours as well as online GPA and number of online courses taken. There was a significant, negative correlation between online GPA and course withdrawals. Additionally, a higher online GPA was identified for older, female, and White online students while a lower online GPA was found for Black online students. Findings also indicated a significant difference in online GPA for both online student groups based on computer experience and remedial coursework along with a significant difference in online GPA just for online only students based on financial aid.
Author: Jennifer L. Davidson
Publisher:
ISBN: 9780355668131
Category :
Languages : en
Pages : 209
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Book Description
Online student success is a concern for higher education institutions especially community colleges with open enrollment admission. This study analyzed online student success using online GPA (dependent variable) and both demographic and academic characteristics of online students (independent variables) to determine which characteristics significantly correlated to and predicted student success in online courses. The sample included an unduplicated count of 4,046 online students enrolled in at least one online course during fall 2015 and spring 2016 at a public, Midwestern community college. Six research questions and twelve hypotheses were used to determine which independent variables led online students to a higher online GPA. Analysis was completed separately for students taking at least one online course and students taking only online courses using descriptive statistics, t tests, correlation coefficients, cross-tabulations, and logistic regression. The most significant finding was a large, positive relationship between cumulative GPA and online GPA. There was also a significant, positive correlation between online GPA and cumulative credit hours as well as online GPA and number of online courses taken. There was a significant, negative correlation between online GPA and course withdrawals. Additionally, a higher online GPA was identified for older, female, and White online students while a lower online GPA was found for Black online students. Findings also indicated a significant difference in online GPA for both online student groups based on computer experience and remedial coursework along with a significant difference in online GPA just for online only students based on financial aid.
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.
Author: Leslie Ann Cummings
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Community colleges have utilized distance education to reach previously underserved populations. Considering the educational opportunities afforded by increased Internet access and the history of community colleges of providing open access to all individuals, it is no wonder that distance education has grown as a means of extending education in rural areas. Along with taking advantage of these opportunities, community colleges must also be committed to the success of students in the online environment. There is a need to identify individual student characteristics that predict success in the online environment in order to provide appropriate course enrollment advising. This study examines demographic and educational variables of online students at Bevill State Community College, with the goal of identifying the predictive ability of student characteristics on success in online courses. Online learners at Bevill State were mostly females and roughly half had completed an introductory computer course before enrolling in an online class. The average age of the participants was 25.57. These individuals had an average GPA of 3.07 and had completed an average of 4.56 semesters of college. Overall, 71.1% of the participants were successful in the online course in which they were enrolled, having achieved a grade of D or higher. The logistic regression model of five predictor variables was 72% accurate in predicting student success and non-success. Results show that the major factors influencing whether a person is successful in online classes are: age at the time of enrollment, overall GPA before enrollment, and the number of semesters of previous college experience. These findings indicate that students who are older, have more experience in college, and who have had more success in the traditional classroom may be more likely to be successful in the online environment. As online education continues its growth, identifying factors that help to distinguish between those who may be successful and those who may not will help students, advisors, and administrators make informed decisions about course enrollments. Future research should include a variety of methodologies to further explore the variables identified here as well as others that may influence student success in the online environment.
Author: Kristen A. Renn
Publisher: John Wiley & Sons
ISBN: 1118415507
Category : Education
Languages : en
Pages : 307
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Book Description
College Students in the United States accounts for contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments and a range of outcomes including learning, development, and achievement. Throughout the book, the differing experiences, needs, and outcome of students across the range of “traditional” (18-24 years old, full-time students) and non-traditional (for example, adult and returning learners, veterans, recent immigrants) are highlighted. The book is organized, for use as a stand-alone resource, around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework.
Author: Jane Marie Gibson
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 226
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Book Description
Online distance education classes and digital learning tools offer substantial advantages to both students and universities. Institutional benefits include the facilitation of student success in large classes, reducing university expenses, and perhaps even enhancing the students’ learning environment. Students benefit from the convenience of scheduling and reduced travel time and many researchers found no significant difference in student learning outcomes between face-to-face classes and online classes on an aggregate or summative level. However, other researchers question the academic success of some students enrolled in online classes based on certain demographic and academic characteristics, such as age, gender, ethnicity, socio-economic status (SES), and grade point average (GPA). Despite the role demographic factors may play in learning outcomes, limited research is available investigating whether the online learning modality is equally effective for students of different ages and ethnicities, men as compared to women, and previously high performing and low performing students. Much of the research related to online learning has limitations falling into two primary categories: studies comparing primarily face-to-face courses with online classes without including the analysis of hybrid learning; and studies that examine student outcomes at the aggregate level of success without outcomes broken out by specific demographic and academic characteristics. This research sought to remedy these important gaps by examining student learning outcomes in hybrid and online accounting classes based on demographic groupings. This study evaluated whether students’ demographic and academic characteristics, (i.e., their age, gender, race/ethnicity, SES, and GPA) mediated whether they were as successful in online versus hybrid classes. The most salient finding revealed in this study was the contrast in the students’ performance based on delivery modality. The results indicated that students earned almost 30 points higher in their final scores when they were enrolled in the hybrid classes in contrast to enrollment in the online classes. This difference in student scores based on delivery modality was found in almost every student demographic.
Author: Alan Seidman
Publisher: Rowman & Littlefield
ISBN: 1475872364
Category : Education
Languages : en
Pages : 359
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Book Description
College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 234
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Book Description
Author: Scheherazade West Forman
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 512
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Book Description
The purpose of this quantitative study was to find predictors of student success. Using a predictive correlational design, the intent of the study was to find the relationships between the dichotomous dependent variable with the categories, degree recipients and non-degree recipients, and the independent variables, student characteristics and risk factors. The conceptual framework for this study was Astin's Input-Environment-Outcome (I-E-O) model which addresses the complexities of research in higher education by highlighting the interdependence between inputs, environments, and outputs. The use of a predictive design allowed the researcher to find the likelihood of a relationship between outcomes by using the independent variables as predictors. To address the research questions descriptive statistics, bivariate cross tabulations, and binary logistic regression were conducted. The descriptive statistics were reported from the participants' responses and the percentage of the total response. The bivariate cross tabulations measured the relationship between the expected and observed counts for the two categories. During the analysis only the significant categorical variables were retained and entered into SPSS using the default enter mode. The distinguishing characteristics of successful community college students were found in the student characteristics age, race, and parents' education. The distinguishing characteristics of risk factors were found in delayed enrollment, dependents, and part-time enrollment. Specifically, the predictors for participants who earned the associate degree consisted of a non-traditional aged student, who is White, with a parent who graduated from college or higher, had a minimal delay in entry into the community college, was enrolled part-time, and did not have dependents. Implications from practice to policy are presented in relation to how the community college should strengthen its focus on the traditional aged student who is a minority, the first in the family to attend college, has a minimal delay in their entry into college, enrolls full-time, and has dependents. -- Abstract.
Author: Kathryn Claire King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
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Book Description
Author:
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages :
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