Student Engagement With Online Course Content at A Two-Year College

Abstract

This study looks at the effectiveness of online learning at the community college level and at how instructors can design courses to help students succeed and persist. Using a one-credit course that teaches effective research skills, this study examines whether two-year college students follow the same pattern as four-year students, accessing course materials they deem necessary to earn a good grade. The authors hypothesize that the frequency of accessing course content is greater at a community college because students depend on resources that provide both direct and indirect support in order to complete an online course.