This study examined the student characteristics of learning style, locus of control, computer experience and access, and online course experience on persistence of community college students in online courses. An online survey instrument based on the Barsch Learning Style Inventory (1996), the Abbreviated Measure of Internal-External Locus of Control (1974), and a computer experience scale that was developed by the researchers was completed by 225 students enrolled in online courses at five Florida community colleges. Logistic regression analysis identified a three-variable model (auditory learning style, grade point average, and basic computer skills) that was significant in predicting online student success. Academic and student support interventions are suggested for community college students who may be affected by these predictors.Community colleges have over the years been leaders in distance education and have significantly invested in online education. Therefore, the issue of student persistence in the online environment is of particular importance for community college administrators. The significance of this issue is heightened by the minimal amount of research addressing persistence in online courses and an even smaller amount addressing student persistence in online courses at the community college level. In addition, there is a lack of understanding of variables that could be used to predict the persistence of students in online courses.This study addresses this lack of understanding by examining online community college student persistence.

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