Online Course Enrollment in Community College and Degree Completion: The Tipping Point ARTICLE
IRRODL Volume 19, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
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\u201d 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.
Shea, P. & Bidjerano, T. (2018). Online Course Enrollment in Community College and Degree Completion: The Tipping Point. The International Review of Research in Open and Distributed Learning, 19(2),. Athabasca University Press. Retrieved October 16, 2018 from https://www.learntechlib.org/p/183599/.
© 2018 Athabasca University Press
- Allen, I.E., & Seaman. J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf
- Bernard, R., Borokhovski, E, Schmid, R., Tamim, R., & Abrami, P. (2014). A meta-analysis of blended
- Bettinger, E., Fox, L., Loeb, S., & Taylor, E. (2017). Changing distributions: How online college classes alter student and professor performance. American Economic Review, 107(9), 2855-2875.
- Jaggars, S.S., Edgecombe, N., & Stacey, G.W. (2013). What we know about online course outcomes:
- Johnson, H., Cuellar Mejia, M., & Cook, K. (2015). Successful online courses in California’s community
- Shea, P., & Bidjerano, T. (2017). Online learning in the 30 community colleges of the State University of New York: Differences in outcomes between classroom and online coursework. In J. Johnston
- Wladis, C., Conway, K., & Hachey, A. (2016). Assessing readiness for online education— Research models for identifying students at risk. Online Learning, 20(3). Doi:
- Xu, D., & Jaggars, S.S. (2011). Online and hybrid course enrollment and performance in Washington
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.