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Nontraditional Student Risk Factors And Gender As Predictors Of Enrollment In College Distance Education
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Book Synopsis Nontraditional Student Risk Factors and Gender as Predictors of Enrollment in College Distance Education by : Tammy Crews Pao
Download or read book Nontraditional Student Risk Factors and Gender as Predictors of Enrollment in College Distance Education written by Tammy Crews Pao and published by . This book was released on 2016 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Toolbox Revisited by : Clifford Adelman
Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Book Synopsis Survey of American College Students by : Primary Research Group Staff
Download or read book Survey of American College Students written by Primary Research Group Staff and published by Primary Research Group Inc. This book was released on 2009 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents more than 100 tables of data exploring how full time college students in the United States view distance learning, how many such courses that they have taken and plan to take, and how they view their level of preparedness for DL courses. The report also presents data on how students view DL courses compared to traditional courses and how many study in colleges that offer DL courses. The data in the report is based on a representative sample of more than 400 full time college students in the United States. Data is broken out by 16 criteria including gender, grade point average, major field of study, income level of students and type, size of college, and mean SAT acceptance score of colleges, among other variables. The report is designed to give college administrators, educational researchers and others benchmarks on student use of distance learning and the student demographics of DL use and future use.
Book Synopsis The Lived Experience of Students at a Western Community College in High-risk Online Courses by : Catherine G. Marine
Download or read book The Lived Experience of Students at a Western Community College in High-risk Online Courses written by Catherine G. Marine and published by . This book was released on 2015 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online courses are not new, but they are the newest form of course delivery in the distance education arena. Both four and two year institutions are offering online courses at an increasing rate. However, community colleges are increasingly utilizing online courses to accomplish their historical mission of providing open access and a comprehensive curriculum to their diverse population. More so than the four year college or university, the community college population consists of a variety of ethnic, gender, age, and college preparation students. There are also the factors of the nontraditional student having dependents and job responsibilities in their lives. For the reasons above, the community college students utilize the online courses for on campus as well as distance education. However, students nationwide are dropping, withdrawing, and failing their online courses. As the institutions offer more and more online courses in more and more areas, faculty are trying to determine why student retention is an issue. The issue seems especially prevalent in what are determined to be high-risk online courses: those with at least a 30% drop, withdraw, or failure rate. Studies have been done in a variety of areas of the country. The western part of the country has not been studied, and thus, this study addresses retention in high-risk online courses in a western community college. To effectively address the issue of retention in these courses in this area, a phenomenological 1 study was done, focusing on Robbins Community College in the Rocky Mountain area. Nine participants were interviewed regarding their success in their high-risk course and what their lived experience was. They were also queried as to what they felt the opportunities and obstacles were to that success. Multiple themes emerged, many dealing with the participants' motivation, technical background, and self-esteem, as well as the instructor and support influences on participant success. The variety of themes became puzzle pieces that when looked at as a whole created a picture that could be connected with the other puzzles provided by the previous studies in other areas of the country. A study does need to be done in the costal west of the country. There are multiple rural areas that utilize community college online courses to educate their populations as well as extremely urban areas with diverse populations. Combining the results and experiences of multiple studies can assist in the future success of online students.
Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Success Factors Among Community College Students in an Online Learning Environment by : Paula B. Doherty
Download or read book Success Factors Among Community College Students in an Online Learning Environment written by Paula B. Doherty and published by Universal-Publishers. This book was released on 2000-08-16 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Book Synopsis Predicting Student Success in Online Courses at a Rural Alabama Community College by : Leslie Ann Cummings
Download or read book Predicting Student Success in Online Courses at a Rural Alabama Community College written by Leslie Ann Cummings and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have utilized distance education to reach previously underserved populations. Considering the educational opportunities afforded by increased Internet access and the history of community colleges of providing open access to all individuals, it is no wonder that distance education has grown as a means of extending education in rural areas. Along with taking advantage of these opportunities, community colleges must also be committed to the success of students in the online environment. There is a need to identify individual student characteristics that predict success in the online environment in order to provide appropriate course enrollment advising. This study examines demographic and educational variables of online students at Bevill State Community College, with the goal of identifying the predictive ability of student characteristics on success in online courses. Online learners at Bevill State were mostly females and roughly half had completed an introductory computer course before enrolling in an online class. The average age of the participants was 25.57. These individuals had an average GPA of 3.07 and had completed an average of 4.56 semesters of college. Overall, 71.1% of the participants were successful in the online course in which they were enrolled, having achieved a grade of D or higher. The logistic regression model of five predictor variables was 72% accurate in predicting student success and non-success. Results show that the major factors influencing whether a person is successful in online classes are: age at the time of enrollment, overall GPA before enrollment, and the number of semesters of previous college experience. These findings indicate that students who are older, have more experience in college, and who have had more success in the traditional classroom may be more likely to be successful in the online environment. As online education continues its growth, identifying factors that help to distinguish between those who may be successful and those who may not will help students, advisors, and administrators make informed decisions about course enrollments. Future research should include a variety of methodologies to further explore the variables identified here as well as others that may influence student success in the online environment.
Book Synopsis Transformations and Self Discovery by : Cathy Stone
Download or read book Transformations and Self Discovery written by Cathy Stone and published by Common Ground Publishing. This book was released on 2012 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Digest of Education Statistics written by and published by . This book was released on 1969 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
Book Synopsis Predictors of Achievement and Persistence Among Distance- Education Students by : Louis Alfons Whittington
Download or read book Predictors of Achievement and Persistence Among Distance- Education Students written by Louis Alfons Whittington and published by . This book was released on 1997 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis ADVANCING STUDENT SUCCESS AND COLLEGE COMPLETION FOR NONTRADITIONAL STUDENTS: AN EXAMINATION OF DISTANCE EDUCATION PARTICIPATION AND DEGREE ATTAINMENT. by : Lisa Nuesell
Download or read book ADVANCING STUDENT SUCCESS AND COLLEGE COMPLETION FOR NONTRADITIONAL STUDENTS: AN EXAMINATION OF DISTANCE EDUCATION PARTICIPATION AND DEGREE ATTAINMENT. written by Lisa Nuesell and published by . This book was released on 2016 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative ex post facto study examined the relationship between online programming and persistence for the nontraditional student population in higher education. Colleges and universities today are increasing their online course offerings in response to various pressures, including the pressure to continually innovate and integrate emerging technologies into their educational strategies; to promote access to a growing and diverse nontraditional population; and to address public appeals for accountability and improved graduate outcomes. However, there is little research on the outcomes that nontraditional students experience from online programming, such as degree attainment. In this study, the nontraditional student population is examined in terms of the differences among discrete sub-populations, using a traditionality model developed by Horn and Carroll (1996). Data from a national dataset obtained through the National Center for Education Statistics (NCES), the Beginning Postsecondary Students of 2004–2009 Longitudinal Study (BPS:04/09), were analyzed using logistic regression analysis. The study found that the composite nontraditional student group who attempted to complete all courses in academic year 2003-04 through online education was less likely to persist or attain a degree. In contrast, when examining the stratified nontraditional population, those students categorized as moderately nontraditional had a higher probability of persisting or attaining a degree when enrolled in a limited number of online courses. Results of this study would be particularly useful for educators and administrators interested in improving degree attainment by understanding the diversity of the nontraditional population and the potential role of online programming in their educational attainment.
Book Synopsis Completing College by : Vincent Tinto
Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Book Synopsis Measuring Noncognitive Variables by : William Sedlacek
Download or read book Measuring Noncognitive Variables written by William Sedlacek and published by Taylor & Francis. This book was released on 2023-07-03 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.
Book Synopsis The Collective Affiliation of Community College, Commuter and Distance Education Students by : Jeffrey Cody Davidson
Download or read book The Collective Affiliation of Community College, Commuter and Distance Education Students written by Jeffrey Cody Davidson and published by . This book was released on 2011 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt: From 1988 to 2006, between 40% and 60% of all first-time community college students are referred to and enroll in at least one developmental education course; some colleges reported as high as 80 percent (e.g. Attewell, Lavin, Domina, & Levey, 2006; Bers & Smith, 1991; Bettinger & Long, 2005; Boughan & Clagett, 1995; Brawer, 1996). More students begin college less prepared in math than any other developmental area (e.g. ACT, 2006, 2007, 2008, 2009; Attewell, Lavin, Domina, & Levey, 2006; Bettinger & Long, 2005; Cartnal, 1999). The purpose of this quantitative study was to examine the relationship between a set of predictor variables and student persistence for persons enrolled at a state-supported two-year community and technical college system. The Collective Affiliation model, based on previous student persistence research in the Tinto tradition, was created and used was in this study specifically for community college, commuter and distance education students. The participants were Kentucky Community and Technical College students enrolled in the developmental math course, MT065, Basic Algebra. The predictor variables were student demographic characteristics, and variables related to work, family and academic factors. The dependent variable was persistence (defined as re-enrollment or the awarding of a credential or transfer). The results revealed academic factors have the greatest influence on persistence. It provides nuances and further insight into developmental education students while calling into question the validity of sociological constructs. Lastly, the study shows how state and local policy can have an impact on student persistence.
Book Synopsis College Student Retention by : Alan Seidman
Download or read book College Student Retention written by Alan Seidman and published by Rowman & Littlefield. This book was released on 2024-08-09 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Book Synopsis Science, Technology, Engineering, and Mathematics (Stem) Education by : Heather B. Gonzalez
Download or read book Science, Technology, Engineering, and Mathematics (Stem) Education written by Heather B. Gonzalez and published by Createspace Independent Pub. This book was released on 2012-08-10 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The term “STEM education” refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels—from pre-school to post-doctorate—in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education and the topic is frequently raised in federal science, education, workforce, national security, and immigration policy debates. For example, more than 200 bills containing the term “science education” were introduced between the 100th and 110th congresses. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture. By some measures, U.S. students appear to be doing quite well. For example, overall graduate enrollments in science and engineering (S&E) grew 35% over the last decade. Further, S&E enrollments for Hispanic/Latino, American Indian/Alaska Native, and African American students (all of whom are generally underrepresented in S&E) grew by 65%, 55%, and 50%, respectively. On the other hand, concerns remain about persistent academic achievement gaps between various demographic groups, STEM teacher quality, the rankings of U.S. students on international STEM assessments, foreign student enrollments and increased education attainment in other countries, and the ability of the U.S. STEM education system to meet domestic demand for STEM labor. Various attempts to assess the federal STEM education effort have produced different estimates of its scope and scale. Analysts have identified between 105 and 252 STEM education programs or activities at 13 to 15 federal agencies. Annual federal appropriations for STEM education are typically in the range of $2.8 billion to $3.4 billion. All published inventories identify the Department of Education, National Science Foundation, and Health and Human Services as key agencies in the federal effort. Over half of federal STEM education funding is intended to serve the needs of postsecondary schools and students; the remainder goes to efforts at the kindergarten-through-Grade 12 level. Much of the funding for post-secondary students is in the form of financial aid. Federal STEM education policy concerns center on issues that relate to STEM education as a whole—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels. Governance concerns focus on perceived duplication and lack of coordination in the federal effort; broadening participation concerns tend to highlight achievement gaps between various demographic groups. Analysts suggest a variety of policy proposals in elementary, secondary, and postsecondary STEM education. At the K-12 level, these include proposals to address teacher quality, accountability, and standards. At the post-secondary level, proposals center on efforts to remediate and retain students in STEM majors. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education. Appendix A contains frequently cited data and sources and Appendix B includes a selection of major STEM-related acts.
Book Synopsis The Internet and Higher Education by : Alfred Rovai
Download or read book The Internet and Higher Education written by Alfred Rovai and published by Elsevier. This book was released on 2009-01-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to increase understanding of the major theories, issues, challenges, and solutions related to online distance education. It balances practical advice with a description of the theoretical and research-based underpinnings for the culturally-responsive strategies presented. An important integrating theme is the impact of globalization and internationalization on all aspects of distance education. Consequently, the book examines the implications of global reach and cross-border education and promotes the integration of global learning in academic programs. - Addresses the global reach of distance education and associated cultural, linguistic, and accreditation issues - Describes the latest online learning technologies, e.g., blogs, wikis, podcasting, mobile learning, virtual worlds, etc. - Addresses the culture of higher education and forces that are moving higher education in new directions, e.g., academic capitalism, consumerism, and competition among non-profit, for-profit, and corporate universities
