Access To Online Courses – Online courses are an increasingly important part of students’ college experience, but how does this affect what students get out of their college experience? Trends toward online learning were evident even before the outbreak of COVID-19. For example, more than 30% of all students enrolled in postsecondary institutions took at least one online course in fall 2016.
Christian Fischer Assistant Professor, The Hector Research Institute of Education Sciences and Psychology – The University of Tübingen, Germany
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Proponents of online education suggest that departments offering online courses can support their students through ease of access to coursework; for example, Internet-based learning can help students avoid scheduling conflicts and provide students with greater flexibility to pursue outside activities, such as working part-time. Additionally, online courses are a cost-effective way to provide college-level instruction for most universities. However, prior research indicates that students perform slightly worse and have lower course retention in online learning compared to traditional face-to-face classes.
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Interestingly, little work has examined indirect outcomes that may still be critical to students’ college success, including completion and graduation rates. This is a timely topic: If online courses present a potentially effective teaching modality for increasing student degree completion, departments may want to retain some of their online courses originally designed to combat the need for remote instruction during the pandemic of COVID-19.
In our study, just published in Educational Evaluation and Policy Analysis (EEPA), we analyzed six years of institutional data (all before the onset of the COVID-19 pandemic) from three student cohorts (N=10, 572). These students were in one of 13 popular majors at a public research university in Southern California. We examine how online courses relate to students’ four- and six-year graduation rates, as well as time to degree completion for students who graduate within six years. During the study period, departments at this university offered about 3% of their required major courses online, and about 8% of students enrolled in an online class at some point in their academic career.
This study uses administrative data on student course completion and grades and sociodemographic measures provided by the university registrar, along with course catalog data on major requirements. We recognize that those who voluntarily choose to take an online course may be different from those who do not, and we follow an empirical identification strategy that attempts to avoid attributing preexisting differences among individuals who take online classes. Specifically, we use an instrumental variables approach, instrumenting online course completion through online course offerings. The goal of this method is to provide more plausible causal estimates of the relationship between online course enrollment and student outcomes (rather than looking directly at course-taking behaviors).
Overall, our study finds that taking online courses is associated with more efficient college graduation. Students who are given the opportunity to take online classes graduate more quickly compared to students in departments that offer fewer online courses. We also found that taking online courses is associated with a higher likelihood of successfully graduating from college within four years. Importantly, our findings appear robust to students generally considered at risk in college settings. Analyzes that focused on the online course experiences of first-generation college students, low-income students, and students with weaker academic preparation indicated smaller, but still positive, benefits of online course enrollments in terms of both on-time graduation of four years as the overall time it lasts. delay in receiving his university degree.
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Although these findings may seem counterintuitive at first, since online courses are typically not as effective as their face-to-face counterparts, the online course modality may offer other benefits to aid students’ long-term academic success. For example, students may enroll in courses that would otherwise be inaccessible to them due to scheduling constraints or because similar face-to-face courses that meet similar important requirements may not be offered in the same period. Although there has been considerable progress in research on online courses in higher education, more research is certainly needed to better understand (a) how to design high-quality online course environments in different subject areas and (b) how to optimally combine face-to-face and online course offerings throughout students’ college careers.
As we argue in our paper, we believe these findings apply to many institutions, including residential university departments that offered few or no online courses prior to the COVID-19 pandemic. By including online courses in their teaching portfolio, they can help more students complete course requirements and graduate.
You can read the full journal article in Education Policy Evaluation and Analysis: “Increasing Success in Higher Education: The Relationships of Online Courses to College Completion and Time to Degree.”
The Brown Center Chalkboard launched in January 2013 as a weekly series of new policy analysis, research, and practice relevant to U.S. education.
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In July 2015, the Chalkboard reverted to a blog in order to provide more frequent, timely and diverse content. Contributors to both the original paper series and the current blog are committed to providing evidence for debates about education policy in America. Access to the Higher Education Diploma (Art and Design) Ref. 400/0827/7 BELLAS ARTES Via Access to Higher Education Degree (Art and Design) Ref. 400/0827/7 Via BELLAS ARTES
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