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Examining the Effects of Online Enro...

Smith, Nichole Danielle.

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Examining the Effects of Online Enrollment on Course Outcomes Using Weighting Procedures After Multiple Imputation on a State-Wide University System.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Effects of Online Enrollment on Course Outcomes Using Weighting Procedures After Multiple Imputation on a State-Wide University System./
Author:	Smith, Nichole Danielle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	166 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-09, Section: A.
Contained By:	Dissertations Abstracts International79-09A.
Subject:	Higher Education Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10758965
ISBN:	9780355635416

Examining the Effects of Online Enrollment on Course Outcomes Using Weighting Procedures After Multiple Imputation on a State-Wide University System.
Smith, Nichole Danielle.

Examining the Effects of Online Enrollment on Course Outcomes Using Weighting Procedures After Multiple Imputation on a State-Wide University System. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 166 p.

Source: Dissertations Abstracts International, Volume: 79-09, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2017.

This item must not be sold to any third party vendors.

According to the few quasi-experimental studies examining course outcomes for community college (Xu & Jaggars, 2011a, 2011b, 2013, 2014) and for-profit students (Bettinger, Fox, Loeb, & Taylor, 2014), there is a significant penalty for online students. No comparable research has been conducted on public four-year university students to determine the effects of online enrollment on course withdrawal and course grades. This study fills the gap by comparing online students from 159 courses in the University of North Carolina with students who took the same course face-to-face, using inverse probability weighting. These courses are divided into nine broader classification for analysis by course subject to better understand the nuanced experiences of four-year university students. The administrative data I obtained had high levels of missingness and required imputation. As a result, I conducted multivariate imputation using chained equations prior to analysis. I found online students were more likely to withdraw than face-to-face students in 40 percent of sampled courses. I also found approximately 40 percent of online courses to have a significant, negative penalty on course grade. Compared to reports of community college and for-profit students, when online enrollment had a significant, negative effect, it appeared to be much larger. These effects appear to be widespread, though courses in biology and health sciences, language, and business courses showed a significant penalty on course grade in a majority of courses. I also found that online enrollment had a positive effect on course grades for approximately 16 percent of courses, with a noticeable concentration in psychology, a result not found in other quasi-experimental studies examining the effects of online courses. It is clear from these results that this population is not comparable to other populations of postsecondary students, and that results vary significantly across course subjects. These differences should be taken into consideration when creating new or implementing existing online courses.

ISBN: 9780355635416Subjects--Topical Terms:

3432472
Higher Education Administration.
Subjects--Index Terms:

multiple imputation

Examining the Effects of Online Enrollment on Course Outcomes Using Weighting Procedures After Multiple Imputation on a State-Wide University System.
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520 $a According to the few quasi-experimental studies examining course outcomes for community college (Xu & Jaggars, 2011a, 2011b, 2013, 2014) and for-profit students (Bettinger, Fox, Loeb, & Taylor, 2014), there is a significant penalty for online students. No comparable research has been conducted on public four-year university students to determine the effects of online enrollment on course withdrawal and course grades. This study fills the gap by comparing online students from 159 courses in the University of North Carolina with students who took the same course face-to-face, using inverse probability weighting. These courses are divided into nine broader classification for analysis by course subject to better understand the nuanced experiences of four-year university students. The administrative data I obtained had high levels of missingness and required imputation. As a result, I conducted multivariate imputation using chained equations prior to analysis. I found online students were more likely to withdraw than face-to-face students in 40 percent of sampled courses. I also found approximately 40 percent of online courses to have a significant, negative penalty on course grade. Compared to reports of community college and for-profit students, when online enrollment had a significant, negative effect, it appeared to be much larger. These effects appear to be widespread, though courses in biology and health sciences, language, and business courses showed a significant penalty on course grade in a majority of courses. I also found that online enrollment had a positive effect on course grades for approximately 16 percent of courses, with a noticeable concentration in psychology, a result not found in other quasi-experimental studies examining the effects of online courses. It is clear from these results that this population is not comparable to other populations of postsecondary students, and that results vary significantly across course subjects. These differences should be taken into consideration when creating new or implementing existing online courses.
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