Literaturnachweis - Detailanzeige
| Autor/in | Bernardin, Marie F. |
|---|---|
| Titel | Supporting Nontraditional Online Students: Does Academic Advising Impact Persistence and GPA? |
| Quelle | (2023), (98 Seiten)
PDF als Volltext Ph.D. Dissertation, Notre Dame of Maryland University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-6782-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Community College Students; Academic Advising; Grade Point Average; Academic Persistence; Predictor Variables; Student Characteristics; Low Income Students; Grants; Eligibility; Gender Differences; Age Differences; Federal Aid; Nontraditional Students; Online Courses |
| Abstract | Academic advisement, one of the most important support services provided by institutions, creates teaching relationships between advisors and students that have longlasting lessons in goal setting and time management, and enhances student connections with the institution. It is with academic advising that institutions have the most impact on student retention and success. However, online students have fewer opportunities to engage in this support service as they are on campus less. This quantitative study explored the relationship between the usage of academic advisement and the grade point averages and next-term persistence of sophomore nontraditional community college students who were enrolled in at least one online class in fall 2019. Astin's (1993) student engagement theory and adult learning theory was applied to develop a deeper understanding of the correlation of success with the student's engagement in the campus community and how nontraditional students can bring their lived experiences into the classroom to enhance their learning. A large, urban southeastern community college was selected for this research project. Linear and regression models were used to determine the relationship between the usage of academic advisement and GPAs and next term persistence. It was found that advisement appointment attendance was a predictor of GPA and next term persistence. Student characteristics of Pell grant eligibility, gender, and age were also examined, with results of Pell grant eligibility and gender significantly predicting GPA and only Pell eligibility being associated with next term persistence. Lastly, class modality did not moderate the relationship between attending advisement appointments and GPA or next term persistence. These findings have implications for community colleges and suggest additional support be provided to academic advisement departments to encourage students to attend advisement appointments. Incorporating academic advisement in online formats and tapping into nontraditional intrapersonal factors can increase the likelihood of students attending advisement appointments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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