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Community College Student Success in Online Versus Equivalent Face-to-Face Courses
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gregory, Cheri B. Lampley, James H. |
| Copyright Year | 2016 |
| Abstract | As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, community colleges have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students with family and work responsibilities that typically make attending classes on campus difficult. However, many of the students who tend to take courses in this instructional format have characteristics that place them at high-risk for academic failure. Because of the traditional mission of community colleges, they generally serve more students who fit this highrisk profile. Despite the promise and potential of online delivery systems, studies have associated distance education with higher student withdrawal rates. In addition, research has indicated that online students tend to earn lower grades than students in comparable face-to-face classes. The existence of contrasting findings in the literature exposes the need for additional empirical research relative to the overall success of students in online courses, as well as on factors associated with success in distance education. This is especially true for community college students. The purpose of this study was to determine if significant differences existed in student success at the community college level in online courses as compared to face-to-face courses. In addition, the researchers investigated the relationship between selected demographic, academic, enrollment, and external environmental factors and student success in online courses. The study involved secondary data analysis of quantitative data relevant to students enrolled in course sections taught by instructors who taught both online and face-to-face sections of the same course within the same semester from fall 2012 through spring 2015. The target population included 4,604 students enrolled at a public 2-year community college located in Tennessee. Results indicated there was a significant difference in success between students taking a course online and students taking a course face-to-face. Also, there was a significant difference in success based on instructional method when the following factors were considered: age group, gender, student academic classification, and Pell Grant eligibility status. There was no significant difference in success based on instructional method when first-generation college student status was considered. Cheri B. Gregory & James H. Lampley, Community College Student Success in Online Versus Equivalent Face-to-Face Courses 64 Journal of Learning in Higher Education 65 Fall 2016 (Volume 12 Issue 2) programs as a service to members of the community. The majority of these institutions have open admissions policies whereby they allow any individual with a high school diploma or General Education Diploma (GED) to enroll as a student and register for classes. Also, the tuition at these colleges is much less than that at a university. All of these factors combine to make community colleges attractive to a wide range of individuals, particularly minority, low-income, nontraditional-aged, and academically underprepared students (AACC, n.d.; Provasnik & Planty, 2008). As student enrollment increased at many community colleges over the past decade, institutions expanded course offerings to meet the demand for more class sections. Some institutions had outgrown their existing classroom space and had to determine effective ways to manage the problem without new building construction. One of the core missions of community colleges has always been to provide access to education for students with a wide range of needs. The fact that the 2-year schools have been leaders in distance education participation seems logical, given that the offering of online courses and programs is a relatively inexpensive way to expand access and serve students with diverse needs (Hachey et al., 2013). Additional NCES data showed the majority of students taking distance education courses were 24-years-old or older, employed full-time, and either married or with dependent children (Radford, 2011). Traditional-aged college students are 18 to 24-years-old, and nontraditional students, or adult learners, are generally considered those 25-years-old and older (Compton, Cox, & Laanan, 2006; Wyatt, 2011). Although they tend to be more serious, focused, and mature than traditional students, adult learners face challenges as they attempt college. Because they have often been out of school awhile, they are often underprepared for collegiate-level work. Also, their personal lives may require so much time and energy that they have insufficient time to attend traditional classes. Consequently, the dropout rate at many community colleges is higher for nontraditional students than for traditional students. Although the flexibility offered by online classes potentially allows adult learners the chance to pursue an education while fulfilling outside commitments, its structure may also be a barrier to student success. The nature of online courses is such that students are often forced to think critically, take active roles in their learning experiences, and be more self-motivated, independent, selfdisciplined, and goal-oriented (Kerr, Rynearson, & Kerr, 2006; Wojciechowski & Palmer, 2005). Also, not only must students learn new content, they must become familiar with the technology required to navigate and participate in the course. Many students have issues with the technology, time management, and feelings of isolation as a result of not assessing their fit for this course format prior to enrolling (Aragon & Johnson, 2008; Capra, 2011; Wojciechowski & Palmer). Administrators tend to agree that institutions have a more difficult time retaining distance education students, but they are unsure whether the cause is the nature of the course, the characteristics of the students enrolled, or a combination of both factors (Allen & Seaman, 2015). Statement of the Problem As the United States strives to increase the educational attainment levels of its citizens, institutions of higher education are under pressure to increase student access, meet diverse student needs, and ensure student success. Colleges and universities have increased the number of students they can serve with distance education programs and courses. Although online courses are popular, primarily because of the convenience and flexibility they offer, the students who tend to enroll in them have characteristics or circumstances that put them at high-risk for academic failure (i.e., dropping classes, failing classes, and/or withdrawing from school). The purpose of this quantitative study was to determine if differences existed in overall student success at the community college level in online courses as compared to faceto-face courses taught by the same instructor and across disciplines. In addition, the researchers investigated the relationship between student success and age group, gender, academic classification, financial aid status, and first generation college student status. Significance of the Study Institutions of higher education are increasing student access by expanding distance education offerings. Their common goal is increased educational attainment by citizens, which means completion of a degree or certificate. Therefore, colleges and universities must ensure that students are successful in the courses and programs in which they enroll. The NCES (2015) reported that the 2013 national 3-year graduation rate at community colleges for first-time, full-time freshmen students at community colleges averaged 29% for students earning an associate’s degree or certificate. Information from the Tennessee Higher Education Commission (THEC) indicated that the 2014 state 3-year graduation rate at Tennessee’s community colleges for first-time, full-time freshmen students averaged 28.1% (THEC, 2015). These statistics show there is room for improvement in efforts to have a more educated public. The identification of factors associated with student success in distance education could help improve online course development, evaluation, instruction, student advisement, and support services. REVIEW OF LITERATURE Distance Education and Community Colleges In 2014, 97% of public 2-year institutions offered distance education courses, a higher percentage than for any other institutional category (Allen & Seaman, 2015). Approximately 30% of U.S. higher education students are enrolled in at least one online course, and enrollment estimates for 2013 ranged from 5.3 to 7.1 million online students. The majority of these students attend community colleges (Shea & Bidjerano, 2014). The original intent of community colleges was to provide students from diverse backgrounds with a variety of postsecondary education options. As a result of their many roles, these institutions have attempted to effectively serve students with a broad spectrum of needs, knowledge, skills, and life experiences (Johnson & Berge, 2012). In an effort to meet student demand for convenience and flexible scheduling options and to increase student access, community colleges have been leaders in distance education (Hachey et al., 2013; Parsad & Lewis, 2008). A significant number of students who attend community colleges are nontraditional students with work and family responsibilities that make attending traditional classes on campus difficult (Pontes & Pontes, 2012). Some studies have shown that the types of students who choose to enroll in distance education courses have many of the characteristics of students at risk for non-completion (Aragon & Johnson, 2008; Hachey et al., 2013). On the contrary, other researchers have found that students who take online courses tend to have a stronger academic preparation than the average community college student (Xu & Jagg |
| Starting Page | 63 |
| Ending Page | 72 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| Volume Number | 12 |
| Alternate Webpage(s) | http://dc.etsu.edu/cgi/viewcontent.cgi?article=4402&context=etd |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1139733.pdf |
| Alternate Webpage(s) | https://dc.etsu.edu/cgi/viewcontent.cgi?article=4402&context=etd |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
