Post-Secondary Online Learning in the U.S.: An Integrative Review of the Literature on Undergraduate Student Characteristics

Autor/inn/en	Hachey, Alyse C.; Conway, Katherine M.; Wladis, Claire; Karim, Shirsti
Titel	Post-Secondary Online Learning in the U.S.: An Integrative Review of the Literature on Undergraduate Student Characteristics
Quelle	In: Journal of Computing in Higher Education, 34 (2022) 3, S.708-768 (61 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hachey, Alyse C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-022-09319-0
Schlagwörter	Undergraduate Students; Student Characteristics; Demography; Online Courses; Electronic Learning; School Holding Power; Academic Persistence; Student Motivation; Dropout Rate; Dropout Prevention; Academic Achievement; Predictor Variables; United States + Suchen Sie Ihr Suchwort? Demografie; Online course; Online-Kurs; Schulische Motivation; Schulleistung; Prädiktor; USA
Abstract	Even prior to the COVID-19 pandemic, online learning had become a fundamental part of post-secondary education. At the same time, empirical evidence from the last decade documents higher dropout online in comparison to face-to-face courses for some students. Thus, while online learning may provide students access to post-secondary education, concerns about academic momentum and degree attainment dominate the higher education online learning landscape. Because course completion is often used as a measure of effectiveness, there is a strong need for institutions to be able to predict the potential persistence of online students to direct efforts towards ameliorating dropout. Yet currently, a widely tested and validated archetypical predictive model of retention and success does not exist for undergraduate online learning. This integrative review of the literature examines evidence gathered over the last decade, organizing and summarizing major findings, to help identify potential undergraduate student characteristics for inclusion in such a model. The body of literature collected in this review suggests ten factors for consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01