DMCA
of Community College Online Courses
BibTeX
@MISC{College_ofcommunity,
author = {Community College and Online Coursesaragon and J Hnson and Steven R. Aragon and Elaine S. Johnson},
title = {of Community College Online Courses},
year = {}
}
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Abstract
Abstract: This study investigated the differences between demographic, enrollment, academic, and self-directed learning characteristics of completers and noncompleters in online courses at one community college. The study also obtained students’ self-reported reasons for not completing their coursework. No significant differences were found in the characteristics of age, gender, ethnicity, financial aid eligibility, grade point average, and total hours enrolled; significant differences were found in gender, academic readiness, and completers enrolled in more online courses than noncompleters. Many research studies have been conducted on learners ’ persistence in dis-tance education, according to Lim (2001), but there is very little information available on adult learners in Web-based distance education in comparison with adult learners in other types of distance education. Wiggons (2000) states that research needs to be undertaken that examines the percentage of online student withdrawals versus online student persisters. Breslin (2001) reported that as community colleges and universities turn increasingly to Web-based learning, many are confronting an unforeseen problem: students dropping out of the high-tech classes. Some community colleges are reporting dropout rates 20 % higher than in face-to-face class-rooms. The rapid growth of online classes and cyberlearners has presented a need for research to determine the characteristics of completers and noncom-pleters in online courses. According to Maxwell et al. (2003), community colleges lack knowledge of who is enrolling in online courses. Despite awareness at both the national and
Keyphrases
online course community college community college online course significant difference adult learner academic readiness student self-reported reason web-based distance education dropout rate online student withdrawal high-tech class many research study total hour face-to-face class-rooms financial aid eligibility web-based learning point average unforeseen problem dis-tance education learner persistence self-directed learning characteristic rapid growth little information distance education online class online student persisters
