"Does Online Course-Taking Increase Distal Student Success? Examining Impacts on College Graduation Rates and Time-to-Degree"
American Educational Research Association (AERA) Annual Meeting
Theme: Leveraging Educational Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence
April 5-9, 2019
Title: Does Online Course-Taking Increase Distal Student Success? Examining Impacts on College Graduation Rates and Time-to-Degree (Roundtable)
Event: Success in Online Higher Education Environments
Authors: Christian Fischer, Rachel Baker, Qiujie Li, Gabriel Orona, Mark Warschauer
Abstract: Online courses provide flexible learning opportunities for students to counteract scheduling constraints and to stay on-track for college graduation. This quantitative research study analyzed six years of institutional data for three full student cohorts (N = 13,556) at a large public research university to examine distal effects of students’ online course participation. Logistic regression analysis indicated that online course-taking is associated with higher 4-year, 5-year, and 6-year college graduation rates. Furthermore, linear regression models indicate that online course-taking has a weak association with shortened time-to-degree for students graduating college. The study suggests that providing students with alternative online course-taking opportunities may help them successfully graduate college.