Abstract
Research examining factors contributing to online students’ success typically focuses on a single point in time or completion of a single course, as well as individual difference variables, such as learning style or motivation, that may predispose a student to succeed. However, research concerning longer term online student outcomes, such as graduation rates or how events occurring during matriculation may impact students’ progress, is lacking. Moreover, little is known about the factors that contribute to graduate psychology students’ successful completion of their online degree programs. This exploratory archival study uniquely focuses on data gathered from admissions files and the student information system to identify and examine possible factors contributing to students’ final program grade point average (GPA) and graduation rates in two distinct, fully online masters of psychology programs. Findings derived from chi-square tests and regression and logistic regression analyses indicate that placement on academic probation at any time during enrollment is associated with both lower final program GPA and a decreased probability of graduation. Prior graduate school experience and taking a leave of absence (LOA) were also associated with lower probability of graduation, whereas failing any course during matriculation was associated with a lower final program GPA. Implications include identifying students who fail any course, take an LOA, and/or are placed on academic probation as “at risk,” and proactively connecting with them to provide tailored advisement and resources to support their continued matriculation.
Highlights
Past estimates indicated explosive growth in online higher education in the United States, with enrollment rates doubling between 2002 and 2007 (Allen & Seaman, 2008)
The information presented in this table shows that the majority of students were not placed on academic probation (80.1%) or academic warning (90.1%), did not fail a course (67.8%), did not take a leave of absence (79.5%), did not attend graduate school prior to enrolling in the institution (83%), passed their first course in the program (88.9%), and were psychology majors in their undergraduate institutions (53.8%)
The frequency distributions for the Master of Psychology program (MAP) program tended to be similar to the combined sample, while the frequency distributions for the Master of Industrial/Organization Psychology program (MAIO) program tended to find higher percentages of students not placed on academic probation (90%) or academic warning (95%), not failing courses (81% did not fail any course and 87% did not fail the first course), and not taking a leave of absence (89%)
Summary
Past estimates indicated explosive growth in online higher education in the United States, with enrollment rates doubling between 2002 and 2007 (Allen & Seaman, 2008). The research has demonstrated no significant differences between FTF and online courses on student learning outcomes (Bata-Jones & Avery, 2004; Horspool & Lange, 2012; Lyke & Frank, 2012; Summers, Waigandt, & Whittaker, 2005; Swan & Jackman, 2000; Topper, 2007) These studies have defined student learning outcomes as final course grades, grade point average (GPA), or project performance. Harrell and Bower (2011) examined several demographic variables, including gender, age, race, employment status, marital status, number of children, enrollment status, GPA, and financial aid status. The factors in the final prediction equation were as follows (in order): 1. Their chosen course level: Students entering on level 1 (first year of degree equivalent) tended to have a higher success than students entering on level 2 (second year of degree equivalent) courses
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