Student Characteristics That Predict Persistence in Community College Online Courses

Abstract

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.

A Basic Interpretive Study of the Experiences of University Students Who Have Dropped or Failed an Online Course

“…According to Aragon and Johnson (2004), the GPAs of completers and non-completers were different. With an online questionnaire to community college students, Harrell and Bower (2011) found similar results, concluding that an increase in GPA was associated with a decrease in course withdrawal.…”

“…However, not every student will persist in the online environment (Harrell & Bower, 2011). For example, in the spring semester of 2014, 18,314 out of about 54,000 students (33.9%) enrolled in online courses at a large public Southeastern university in the United States.…”

“…The researchers found that those students with more computer skills were more likely to drop, surprisingly. However, in Harrell and Bower's (2011) study, the data on computer experience was self-reported and was based on perceptions, which could mean that some participants exaggerated their level of computer expertise.…”

“…While computer skills are required for online courses, the research is inconclusive as to whether or not the degree of computer literacy influences persistence. One aspect of Harrell and Bower's (2011) study examined whether computer skills affected online persistence. The researchers found that those students with more computer skills were more likely to drop, surprisingly.…”

“…Furthermore, Harrell and Bower (2011) used a survey that was based on the Barsch Learning Style Inventory, the Abbreviated Measure of Internal-External Locus of Control, and a computer experience scale developed by the researchers. The purpose of the study was to discover how student characteristics can help predict the persistence of community college students in online courses (Harrell & Bower, 2011 …”