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.

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.

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 Ability Sorting and the Importance of College Quality to Student Achievement: Evidence from Community Colleges

2012 ◽  
Vol 7 (1) ◽  
pp. 74-105 ◽  
Author(s):  
Kevin Stange
Keyword(s):  
College Students ◽  
Community College ◽  
Student Achievement ◽  
Community Colleges ◽  
Educational Attainment ◽  
Community College Students ◽  
School Quality ◽  
Institutional Quality ◽  
College Quality ◽  
Student Sorting

This article examines the effect of institutional quality on the educational attainment of community college students, a large group that has been mostly overlooked in previous work. The effect of institutional quality is generally difficult to separate from that of student ability because more capable students usually sort into better colleges. A detailed analysis of student sorting reveals this not to be the case among community college students, for whom college quality is effectively determined by factors other than their aptitude. This facilitates identification of school quality effects. I find that community college quality (as measured by instructional expenditure per student and several other measures) has no impact on community college students' educational attainment. States and colleges should seek to identify other factors that may be more influential.

Understanding For-Profit College and Community College Choice through Rational Choice

2014 ◽  
Vol 116 (8) ◽  
pp. 1-34 ◽  
Author(s):  
Constance Iloh ◽  
William G. Tierney
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
College Choice ◽  
Rational Choice ◽  
For Profit ◽  
Student College ◽  
Student College Choice

Background/Context Scarce research has been conducted examining why students choose to attend higher priced for-profit institutions over community colleges. The authors suggest that increased national concern over proprietary higher education warrants an in-depth comparative case study of the choice factors utilized by for-profit and community college students. Research Question The research questions guiding this analysis are: (a) Why and how do students choose to attend for-profit colleges and community colleges? (b) What factors were important in their decision? (c) What implications do these results have for rational choice and college choice theory? Setting Data were collected at one community college and one for-profit college in California that had similar vocational programs. Subjects A total of 137 for-profit and community college students (75 for profit, 62 community college) enrolled in a vocational nursing or surgical technician associate's degree program agreed to participate. Research Design The authors examine student college choice factors through a case study. The findings were developed from interviews, surveys, and focus groups. Findings The authors found that for-profit and community college students held varying conceptions of costs and benefits as they pertained to college choice factors. Three particular dimensions were highlighted in student responses—short-term and long-term gains, risks, and uncertainty. Conclusions This study illuminates the nuanced factors and goals that informed student college choice decisions. Understanding these distinct college choice considerations could help researchers, practitioners, and institutional leaders develop measures for institutional effectiveness and student success.

Understanding Determinants for STEM Major Choice Among Students Beginning Community College

2020 ◽  
Vol 48 (3) ◽  
pp. 227-251
Author(s):  
Colleen A. Evans ◽  
Rong Chen ◽  
Ryan P. Hudes
Keyword(s):  
College Students ◽  
High School ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
College Major ◽  
Major Choice ◽  
Science Laboratory ◽  
Advanced Mathematics ◽  
Stem Major

Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.

scholarly journals Development of low-cost cardiac and skeletal muscle laboratory activities to teach physiology concepts and the scientific method

2020 ◽  
Vol 44 (2) ◽  
pp. 181-187
Author(s):  
Jennifer L. Judge ◽  
Victor A. Cazares ◽  
Zoe Thompson ◽  
Lynnda A. Skidmore
Keyword(s):  
College Students ◽  
Skeletal Muscle ◽  
Community College ◽  
Community Colleges ◽  
Active Learning ◽  
Community College Students ◽  
Scientific Method ◽  
Low Cost ◽  
Muscle Physiology ◽  
Anatomy And Physiology

Anatomy and Physiology courses taught at community colleges tend to focus laboratory hours primarily on anatomy as opposed to physiology. However, research demonstrates that, when instructors utilize active learning approaches (such as in laboratory settings) where students participate in their own learning, students have improved outcomes, such as higher test scores and better retention of material. To provide community college students with opportunities for active learning in physiology, we developed two laboratory exercises to engage students in cardiac and skeletal muscle physiology. We utilized low-cost SpikerBox devices to measure electrical activity during cardiac (electrocardiogram) and skeletal muscle (electromyogram) contraction. Laboratory activities were employed in Anatomy and Physiology courses at two community colleges in southeast Michigan. A 2-h laboratory period was structured with a 20-min slide presentation covering background material on the subject and experiments to examine the effects of environmental variables on nervous system control of cardiac and skeletal muscle contraction. Students were asked to provide hypotheses and proposed mechanisms, complete a results section, and provide conclusions for the experiments based on their results. Our laboratory exercises improved student learning in physiology and knowledge of the scientific method and were well-received by community college students enrolled in Anatomy and Physiology. Our results demonstrate that the use of a SpikerBox for cardiac and skeletal muscle physiology concepts is a low-cost and effective approach to integrate physiology activities into an Anatomy and Physiology course.

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