Date
5-2019
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Lisa Foster
Keywords
Online Student, Retention, Persistence, Transfer Credit, Student Success Course
Disciplines
Education | Educational Assessment, Evaluation, and Research
Recommended Citation
Anderson, Bailey Patricia, "Using a Student Success Course and Transferred Credit Hours to Predict Student's Likelihood to Retain in Online Higher Education" (2019). Doctoral Dissertations and Projects. 2112.
https://digitalcommons.liberty.edu/doctoral/2112
Abstract
As online education permeates a larger percentage of postsecondary student attendance, higher education institutions place a greater focus on online student retention. Online learners are entering college with varied backgrounds, demographics, and prior experience, yet most institutions are not differentiating the first-year programs for their incoming students with previous college-level experience. The following research used a binomial logistic regression analysis to explore existing, archival data to determine whether college transfer credit and a student success course can predict short- or long-term online student retention. This correlational study evaluated a randomized sample of 3,000 students who took a student success course and transferred in fewer than 60 credit hours and evaluated whether the success course could predict their retention at the university for the subsequent term (short-term) or through current enrollment (long-term). Results from the quantitative study showed that both predictor variables were statistically significant as predictors of student retention, both in the short- and long-term.
