Online Course Enrollment in Community College and Degree Completion: The Tipping Point
Online Course Enrollment in Community College and Degree Completion: The Tipping Point
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社区大学在线课程注册和学位完成：临界点
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Temi Bidjerano
中科院分区：
文献类型：
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作者：
P. Shea;Temi Bidjerano
最近的研究表明，与只在课堂上学习的同龄人相比，某些学生在网络环境中的学习成绩水平较低。社区大学的学生一直是特别值得关注的人群。在本文中，我们假设，在线课程负荷和机构质量可能会影响这些学生的结果，因为他们的学位获得水平较低。30所社区学院（n= 45，557）的州立大学的纽约（SUNY），我们进行了一项全州范围的研究，以检查是否有一个“临界点”，在线课程负荷成为社区学院的学习者寻求通过混合在线和面对面的课程获得学位的问题。我们还测试的猜想，一些机构可能擅长支持在线学习者的成功之间的更多的风险人群选择在线学习。结果表明，社区大学的学生谁采取超过40%的在线课程开始失去通过在线和面对面的混合招生所赋予的增强学位完成的好处。调节变量也确定和讨论。
Recent research indicates that certain students are at risk of lower levels of academic performance in online settings when compared to peers who study only in the classroom. Community college students have been a population of particular concern. In this paper, we hypothesize that online course load and institutional quality may impact outcomes for such students at risk for lower levels of degree attainment. Using comprehensive data from the 30 community colleges (n=45,557) of the State University of New York (SUNY), we conducted a state-wide study to examine whether there is a “tipping point” at which online course load becomes problematic for community college learners seeking to attain a degree through a mix of online and face-to-face coursework. We also test the conjecture that some institutions may excel at supporting online learner success among more at risk populations who choose online study. Results indicate that community college students who take more than 40% of their courses online begin to lose the benefits of enhanced degree completion conferred through a mix of online and face-to-face enrollment. Moderating variables are also identified and discussed.