Balancing Retention and Access in Online Courses: Restricting Enrollment… Is It Worth the Cost?

Autor/inn/en	Hachey, Alyse C.; Wladis, Claire W.; Conway, Katherine M.
Titel	Balancing Retention and Access in Online Courses: Restricting Enrollment… Is It Worth the Cost?
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 15 (2013) 1, S.9-36 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.15.1.b
Schlagwörter	Community Colleges; College Students; Urban Schools; School Holding Power; Academic Persistence; Online Courses; Enrollment; Access to Education; Open Enrollment; Admission Criteria; Grade Point Average; Eligibility; Educational Policy; School Policy; Dropout Rate; Electronic Learning; Conventional Instruction; Comparative Analysis; Statistical Significance; Barriers; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Collegestudent; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Online course; Online-Kurs; Einschulung; Education; Access; Bildung; Zugang; Bildungszugang; Open entry; Offenes Bildungssystem; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Eignung; Politics of education; Bildungspolitik; Schulpolitik
Abstract	Open access is central to the Community College mission. For this reason, any restriction in online enrollments should not be undertaken lightly. This study uses institutional data gathered from a large, urban community college to examine a policy aimed at increasing student retention in online courses by restricting those eligible to enroll based on Grade Point Average (GPA). The data, counter to expectations, show that the policy did not significantly impact attrition rates. Further analysis reveals that a high GPA cut-off (3.0) is needed to significantly affect attrition rates; however, this would severely restrict those eligible to enroll. The data indicate that students in the middle GPA range (2.0-3.5) have the highest proportional difference in attrition between online and face-to-face courses. The results suggest that rather than focusing on GPA restrictions, community colleges may be better served by addressing research and interventions targeted toward other factors to increase student retention in online learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01