A National Study of Differences between Online and Classroom-Only Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout

Autor/inn/en	Shea, Peter; Bidjerano, Temi
Titel	A National Study of Differences between Online and Classroom-Only Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout
Quelle	In: Online Learning, 20 (2016) 3, S.14-15 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Community Colleges; Two Year College Students; National Surveys; Online Courses; Conventional Instruction; Classroom Environment; Associate Degrees; Time to Degree; Educational Attainment; College Transfer Students; Educational Experience; Dropout Rate; Transfer Rates (College); Data Analysis; Schematic Studies; Correlation; Student Records; Intermode Differences; Postsecondary Education; Longitudinal Studies + Suchen Sie Ihr Suchwort? Community college; Community College; Online course; Online-Kurs; Klassenklima; Unterrichtsklima; Bildungsabschluss; Bildungsgut; Hochschulwechsel; Schulwechsel; Studienortwechsel; Bildungserfahrung; Auswertung; Schematheorie; Korrelation; Schülerakte; Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Previous research indicates that online learning at the community college level results in higher rates of withdrawal, failure, and dropout compared to classroom-based education (Xu & Smith Jaggars, 2011; Smith-Jaggars & Xu, 2010). The primary goal of the current study was to examine national data (US Dept. of Ed. Beginning Postsecondary Student Survey, 2004-09) on three outcomes for community college students with and without online education experiences. The outcomes were attainment of first associate degree, transfer, and dropout. In contrast to previous research, compared to exclusively classroom-based students, initial results suggest significantly more students who had engaged in online education had either attained an associate degree at the end of the observation period or transferred to a different institution. These results are interpreted with regard to their implications for policy and practice. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01