Harrell II and Bower (2010) studied the
characteristics of students that predict persistence in community college
online courses. They identified a trio
of three characteristics that predicted withdrawal or failure in online
community college courses. They utilized
an online survey instrument that included the Barsch Learning Style Inventory,
the Abbreviated Measure of Internal/External Locus of Control, and a computer
experience scale. The researchers
utilized confirmatory factor analysis and exploratory factor analysis to
support the validity of their instrument and Cronbach’s alpha coefficients (of
each section) to determine support the reliability of their instrument. This survey was distributed to a total
population of 1,593 students in five community colleges in Florida. Participation in the survey was
voluntary. 544 survey responses were
received, 225 were considered valid cases having met the criterion of the study
(complete and having enrolled in an online course the semester previous). The survey captured the following student
characteristics:
- Demographics: gender, GPA (at the time the online course initiated), age, race, enrollment status, marital status, employment status, number of children, financial aid status
- Learning Style (Barsch): Auditory, Kinesthetic, Tactile, Visual
- Internal/External Locus of Control
- Experience with computers
- Experience with online coursework
The researchers defined persistence as
“whether or not a student completed the online course(s) in which he or she was
enrolled during the previous semester.”
The researchers do not indicate if this information was provided by the
institutions or by the students as part of the survey.
Harrell II and Bower utilized Stepwise
Logistical Regression, ANOVA, and t-test analysis to isolate the
characteristics that corresponded with students who did not persist in their
online educational course(s) in the previous semester. They tested both one-variable and
three-variable models for fit, and determined that a three-variable model had
the best fit. Utilizing logistical
regression analysis they determined that GPA, Auditory learning styles and
computer skills were significant characteristics for predicting student
persistence in online courses in community colleges. Auditory learning style, and computer skills
are negative predictors of online course persistence and GPA was a positive
predictor of online course persistence.
As a result of their findings they
recommend that community colleges identify students with who have a low
entering GPA and are lacking basic computer skill as at risk for withdrawal (or
failed persistence). They suggest that
community college provide supportive resources for those with a low GPA “to
develop the academic skills necessary to perform well in their courses” and
that these students be enrolled in a “student success course” preparing them
for online courses. They also suggest
that community colleges increase the utilization of audio files, live chat
sessions that accommodate audio, and streaming video to help promote learning
for those students with an auditory learning style. The researchers make no recommendations
regarding addressing students’ who lack the basic computer skills necessary to
be successful in the online courses, although it might be assumed that these
needs would be addressed in the “student success course” recommended for
students with a low GPA.
Harrell and Bower do an excellent job of
exploring the available research on online education in community colleges;
however, they do not explain the significance of the problem in this setting. Why did they chose the community college
setting, why persistence, and why in online courses? They also do not describe what online
coursework the students in this study were engaged in. Was it entry level coursework, advanced,
asynchronous, synchronous, credit or non-credit, open access, selective, etc.
Unfortunately, the authors do not
provide the information a practitioner would need to implement their
recommendations. For example, how do you
know how judge if your program needs more auditory sensory information? How
much auditory sensory information was used in the courses studied? Would a “student success course” work for
students attempting introductory coursework only or would it be applicable to
complex or advanced coursework settings?
How do we know that a “student success course” intended to help them be
successful in online coursework is the right focus? How do practitioners
determine what the GPA cut off should be?
Would it be different for different programs? Might students with
auditory learning, low GPAs, and poor computer skills be at risk in all of
their classes? Do we know if these
students withdrew from predominately their online coursework? Overall, Harrell and Bower research methods
are solid and they provide a good foundation for further inquiry by both practitioners
and researchers.
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