A National Study of Differences between Distance and Non-distance Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout

Peter Shea,Temi Bidjerano

doi:10.24059/olj.v20i3.984

Abstract

Abstract   Previous research indicates that online learning at the community college level results in higher rates of withdrawal, failure, and dropout compared to classroom-based education (Xu & Smith Jaggars, 2011; Smith-Jaggars & Xu, 2010). The primary goal of the current study was to examine national data (US Dept. of Ed. Beginning Postsecondary Student Survey, 2004-09) on three outcomes for community college students with and without online education experiences. The outcomes were attainment of first associate degree, transfer, and dropout. In contrast to previous research, compared to exclusively classroom-based students, results suggest significantly more students who had engaged in online education had attained an associate degree at the end of the observation period. There were no significant differences in transfer or dropout. These results are interpreted with regard to their implications for policy and practice.

Highlights

College completion is a goal that has attained significant attention in recent years
The primary focus in this study was on time-to-degree, dropout rates, and transfer relative to the community college institution of first entry; the sample was delimited to community college students whose records in 2003/04 as well as student survey data identified an associate degree as a program of study
2010), this study provides evidence that the time-to-degree process is more accelerated for students who participated in online study

Summary

Introduction

College completion is a goal that has attained significant attention in recent years. The expansion of traditional online education among community college populations has generated concern among some regarding poor outcomes of online community college students relative to classroom students. Central to this analysis is the possibility that online learning has impeded rather than enhanced degree completion rates, especially among students in associate degree programs. The authors found that students who took online coursework in early semesters were somewhat less likely to return to school in following semesters, and students who took a higher proportion of credits online were slightly less likely to attain a college credential or transfer to a four-year institution

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Conclusion