Abstract
Despite the increase in the availability and popularity of online educational programs, there is a lack of understanding of non-academic as well as academic predictors of online student success. In this study, we have investigated predictors of tertiary level student success via the Psychology discipline, a popular online subject. A systematic literature review, followed by focus groups with students and instructors from online Psychology courses, revealed several important findings including a profile of general predictors of online student success and the existence of discipline-specific online student success predictors which can be extended to a variety of health care courses. Understanding the indicators of effective online education will allow course designers and instructors to develop strategies specific to the online mode and particular disciplines, enabling implementation of evidence-based education practices, which can support academic and non-academic student success in a range of online courses.
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