scholarly journals Does online learning impede degree completion? A national study of community college students

2014 ◽  
Vol 75 ◽  
pp. 103-111 ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
Online Learning ◽  
Community College Students ◽  
Degree Completion ◽  
National Study

scholarly journals Online Course Enrollment in Community College and Degree Completion: The Tipping Point

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
At Risk ◽  
Community College Students ◽  
Degree Completion ◽  
Tipping Point ◽  
Online Course ◽  
Face To Face ◽  
Study Results ◽  
Course Load

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.

scholarly journals Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York

2019 ◽  
pp. 291-300
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
At Risk ◽  
New York ◽  
Community Colleges ◽  
Community College Students ◽  
Degree Completion ◽  
Online Course ◽  
State University ◽  
Course Load

Past research suggests that some students are at risk of lower levels of academic performance when studying online compared to students who take coursework only in the classroom. Community college students appear to be among those that struggle in online settings. In this paper, we hypothesize that online course load may influence outcomes for such students, especially those at risk for lower levels of degree attainment. To examine this, we conducted a state-wide study using data from the 30 community colleges (n = 45,557) of the State University of New York, to understand online course-load effects on degree completion, transfer, and dropout. We conclude that when controlling for covariates known to impact degree completion, community college students who successfully complete online courses nearly double their chances (odds ratio = 1.72) of earning a degree or transferring to a 4 year college. However, racial minorities had reduced outcomes and additional research is warranted.Post-secondary completion is a significant predictor of a host of individual and societal benefits. Online education has increased access to post-secondary credentials for millions of people. (Allen Siemen, 2016). Community colleges enrol a higher proportion of online students than other institution types (NCES, 2017). However, concerns exist about outcomes for community college students who take online coursework, especially the effect of higher online course loads. The next section briefly summarizes relevant literature reflecting those concerns.

Net Tuition, Unmet Financial Need, and Cooling Out: A National Study of Degree Aspirations Among First-Time Community College Students

2021 ◽  
pp. 009155212110266
Author(s):  
Cameron Sublett ◽  
Jason Taylor
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Unmet Need ◽  
State Level ◽  
College Attendance ◽  
Model Specification ◽  
National Study ◽  
Degree Aspirations ◽  
Financial Need

Objective: This study examined the statistical association between net tuition and changes in degree aspirations among community college students. In addition, the study explored the moderating influence of unmet financial need. Method: Analyses relied on data from the most recent iteration of the Beginning Postsecondary Students Longitudinal Study. Estimates were derived from a series of robust multinomial models controlling for student, institutional, and state-level covariates. Results: Net tuition was consistently associated with decreased risks of experiencing a “cool out,” regardless of model specification. Yet, this main effect of net tuition was moderated by unmet need, such that net tuition increased cool out risks among students with greater unmet need. Conclusions: The results of this study suggest that net reductions in tuition alone may not fully reduce or eliminate barriers to college access and student success. Future financial aid policies should focus on the full cost of college attendance.

Examining Educational Attainment Outcomes: A Focus on Latina/o Community College Students

2020 ◽  
Vol 48 (2) ◽  
pp. 195-219 ◽  
Author(s):  
Vincent D. Carales
Keyword(s):  
College Students ◽  
Community College ◽  
Educational Attainment ◽  
Community College Students ◽  
Degree Completion ◽  
Research Question ◽  
Student Loan ◽  
College Experiences ◽  
Pull Factors ◽  
Grade Point

Objective: This study examined how a set of theoretically derived factors predicted the educational attainment outcomes of Latina/o community college students. The guiding research question was, “What precollege and background characteristics, college experiences, and environmental pull factors uniquely predict persistence, certificate or associate degree completion, and transfer or bachelor’s degree completion for a national sample of Latina/o community college students?” Method: Three logistic regression analyses were conducted using a nationally represented sample from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09). Results: Latina/o community college student educational outcomes were found to be related to demographic or precollege variables including primary language spoken in the home, citizenship status, socioeconomic status, degree expectations; college experiences including academic integration, first-year college grade point average (GPA), enrollment intensity, co-enrollment; and environmental pull factors including the receipt of a federal student loan and Pell Grant. Conclusion: Findings underscore the importance of financial aid in promoting success outcomes and alleviate affordability concerns for Latina/o community college students. Findings also reinforce the notion of considering educational intentions when developing advising services and programs that foster or match those ambitions. Doing so will improve both student outcomes and institutional effectiveness.

scholarly journals Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
At Risk ◽  
New York ◽  
Community College Students ◽  
Degree Completion ◽  
The State ◽  
Online Course ◽  
State University ◽  
Course Load

Research suggests that some students are at risk of lower levels of academic performance when studying online compared to students who take coursework only in the classroom.  Community college students appear to be among those that struggle in online settings.  In this paper, we hypothesize that online course load may influence outcomes for such students, especially those at risk for lower levels of degree attainment.  To examine this, we conducted a statewide study using data from the 30 community colleges (n=45,557) of the State University of New York, to understand online course-load effects on degree completion, transfer, and dropout. We conclude that when controlling for covariates known to impact degree completion, on average, community college students who successfully complete online courses nearly double their chances (odds ratio=1.72) of earning a degree or transferring to a 4-year college. However, racial minority students had reduced outcomes and additional research is warranted.

The Community College Penalty? Examining the Bachelor’s Completion Rates of Community College Transfer Students as a Function of Time

2016 ◽  
Vol 45 (1) ◽  
pp. 3-32 ◽  
Author(s):  
Eric Lichtenberger ◽  
Cecile Dietrich
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Transfer Students ◽  
Degree Completion ◽  
Bachelor's Degree ◽  
Community College Transfer ◽  
College Transfer ◽  
Community College Transfer Students ◽  
College Transfer Students

Objective: Recent studies have shown that community college transfer students are just as likely to graduate with a bachelor’s degree as students who directly enroll in a 4-year institution. However, these studies do not typically examine whether there is a penalty for community college students in terms of the length of time it takes to complete a bachelor’s degree. In this study, we seek to determine whether there are differences between community college transfer students and direct 4-year college entrants regarding the likelihood of bachelor’s degree completion as a function of time. Method: Propensity score matching with a posttreatment adjustment was used to create observationally equivalent groups of community college transfer students and rising 4-year college juniors. Propensity scores were calculated using a multilevel model with students nested within high schools to account for pretreatment contextual differences. Descriptive survival analysis was applied to ascertain whether differences existed in the cumulative rate of bachelor’s degree completion throughout a 7-year tracking period. Results: Several significant prematch differences between the two groups—community college transfers and 4-year college juniors—were established. It was then demonstrated how the matching process created adequate balance between the two groups on all observed covariates. Although community college students experienced an initial penalty with respect to degree completion until 125% of normal time, the penalty was no longer evident 6 years after initial enrollment in college. Contributions: Given this finding, we discuss the need for policies that help community college transfer students achieve timely bachelor’s degree completion.

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