Online
enrollment at community colleges has increased 8.2%, compared to no change for
overall enrollment in 2011.
There is
little research done on the specific population of community colleges with
regards to online education and performance at 2-year institutions.
Large
studies focusing on the community college populations have produced varied
results and ignored relevant variables.
The
variables used in the study have been linked in the literature to be strong
predictors of success, these include:
- Age
- Gender
- Course load
- Caregiver status
- Mode of delivery
- GPA
- Credits previously completed
- Employment (average working hours)
- Math, reading & writing proficiency
There were
no significant differences between the online and F2F students in many of the
categories, although some factors (GPA, math placement, employment, and mode of
delivery) were detrimental factors.
- 60% of students employed more than 12hrs and 60.7% of online students experienced negative results.
- 25% of employed students 12hr or fewer and 34.7% of F2F students experienced negative results.
- Students in a math placement of 4 or less has 21.78 points less in the final exam, compared to those place above 4.
- Students employed 40+hrs had 24.95 points lower than students not employed, in the final exam.
- Online student's final exam score was 11.8 points lower than F2F students.
- Math placement and employment seem to be bigger predictors of success.
Even though
math was used as a predictor, the course required simple Algebra not a heavy
complexity - yet math still showed as having a relationship.
Feeling of
isolation seem to be present in online community college students, made
increased by the effect of long hours in work having an effect in interaction
time.
Results are consistent with previous
data stating that online students are less likely to complete successfully
their courses than F2F.
Reference:
Wolff, B. G., Wood-kustanowitz, a M., & Ashkenazi, J. M.
(2014). Student Performance at a Community College: Mode of Delivery,
Employment, and Academic Skills as Predictors of Success. 10(2),
166–178.