Date

7-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Tracey B. Pritchard

Primary Subject Area

Education, Bilingual and Multicultural; Education, Community College; Education, Curriculum and Instruction; Education, General; Education, Language and Literature; Education, Philosophy of; Education, Reading; Education, Technology; Education, Tests and Measurements

Keywords

campus-based, online-based, course persistence, course success, distance education, student success factors

Disciplines

Bilingual, Multilingual, and Multicultural Education | Community College Education Administration | Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | Higher Education and Teaching

Abstract

This study examined the influence of campus-based and online-based community college developmental English courses on two student success factors: course persistence and course success. Retrospective data on all first year California community college students enrolled in developmental English courses between 2008 and 2011 were analyzed for differences between students. Descriptive statistics were used to compare differences in individual student characteristics of age, gender, and race, and the situational variables of enrollment status and eligibility for tuition fee waiver. Logistic regression analysis was utilized to examine the difference in likelihood of course success and course persistence of developmental English students in the two course delivery formats. Results indicated that course delivery format has a statistically significant relationship with both course persistence and course success. Statistically controlling for all other independent study variables, students in online developmental English courses were less likely to persist to course completion, or to receive final grades of C or higher than students in campus-based courses.

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