Going Online? Does Transferring to Online University Increase the Likelihood of Graduation among Students from Lower Social Background?

Autor/inn/en	Sánchez-Gelabert, Albert; Elias, Marina
Titel	Going Online? Does Transferring to Online University Increase the Likelihood of Graduation among Students from Lower Social Background?
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 39 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elias, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00407-4
Schlagwörter	College Students; Foreign Countries; Virtual Universities; College Transfer Students; Graduation Rate; Student Employment; Socioeconomic Background; Outcomes of Education; Educational Change; Dropout Characteristics; At Risk Persons; Philippines + Suchen Sie Ihr Suchwort? Collegestudent; Ausland; Hochschulwechsel; Schulwechsel; Studienortwechsel; Studentenarbeit; Sozioökonomische Lage; Lernleistung; Schulerfolg; Bildungsreform; Risikogruppe; Philippinen
Abstract	The increase in university participation has led to greater complexity in terms of students' trajectories, with the option of changing degree course or higher education institution or, more recently, the mode of study (face-to-face and online learning). These transitions can be strategic moves that facilitate greater continuity in educational trajectories and increase equity within the education system. Online universities offer greater flexibility in terms of time and location, providing new opportunities for students with specific profiles to pursue higher education. This article aims to delve into the complex trajectories of change and to analyse whether there are differences in educational outcomes based on students' social backgrounds. Using registry data from the Catalan university system (n = 42,370), we identify and characterise the trajectories of change and analyse the effect of the interaction between them and social origin on educational outcomes. The results indicate that students from lower social backgrounds and those who also work are most likely to transition to virtual education. However, social background continues to have an effect on the probability of graduating, dropping out or pursuing further studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01