Search Results

With the advent of massive open online courses (or MOOCs), it is theoretically possible for anyone with an Internet connection to access course materials from elite universities - a possibility that some commentators have hailed as a ‘democratization’ of education. Of course, MOOCs are very new, and it is not yet clear how they will affect postsecondary access or attainment, particularly among traditionally underserved populations. To provide some perspective on how MOOCs and other online delivery methods might affect educational equity, in this article [the author] examines recent research on online college coursework (that is, courses in which most or all of the learning experience takes place online) and discuss potential implications for postsecondary access and learning.

Published abstract. Show less

In continually expanding the supply of online course sections (and potentially curtailing face-to-face offerings), college administrators believe they are serving the needs and demands of their students. Yet researchers have neglected to ask students whether the continued provision of face-to-face courses is important to them. In this study, community college students discussed their experiences with online and face-to-face learning, as well as their reasons for selecting online versus face-to-face sections of specific courses. Students reported that online courses had lower levels of instructor presence and that they thus needed to 'teach themselves' in these courses. Accordingly, most students preferred to take only 'easy' academic subjects online; they preferred to take 'difficult' or 'important' subjects face-to-face.

Published abstract. Show less

Using a large administrative dataset from a statewide system including 34 community and technical colleges, the authors employed an instrumental variable technique to estimate the impact of online versus face-to-face course delivery on student course performance. The travel distance between each student's home and college campus served as an instrument for the likelihood of enrolling in an online section of a given course. In addition, college-by-course fixed effects controlled for within- and between-course selection bias. Analyses yield robust negative estimates for online learning in terms of both course persistence and course grade, contradicting the notion that there is no significant difference between online and face-to-face student outcomes - at least within the community college setting. Accordingly, both two-year and four-year colleges may wish to focus on evaluating and improving the quality of online coursework before engaging in further expansions of online learning.

Published abstract reprinted by permission of the copyright owner. Show less

Many community college students are overwhelmed by the number and complexity of choices they face in navigating college, leading to suboptimal decisions that can waste their time and money or that can divert them from a promising academic or career path. This case study describes how a large, suburban community college planned and implemented a relatively low-cost redesign of its student intake and information provision processes in an attempt to reduce confusion and increase student success.

Preliminary results suggest that the redesign improved the student experience, increasing the proportion of students who found the college's orientation to be very helpful and improving their performance on self-advising tasks. The concluding section of this paper discusses additional possibilities for low-cost improvements to help students navigate college, including simplifying program and transfer structures, more explicitly teaching students how to self-advise, and leveraging online e-advising tools to make advisors' work more in-depth, effective, and efficient.

Abstract from publisher's website. Show less

Using a large administrative dataset from a statewide community college system, the authors employed an instrumental variable technique to estimate the impact of online versus face-to-face course delivery on student course performance, as indicated by course persistence and final course grade. To control for self-selection bias, distance from each student's home to the student's college campus was used as an instrument for the likelihood of enrolling in an online section of a given course. Course fixed effects were added to the instrumental variable model to compare students who took different sections of the same course with different delivery formats, potentially controlling for within- and between-course selection bias. Analyses yield robust negative estimates for online learning in terms of both course persistence and course grade. These results suggest that policymakers and college administrators may need to improve the quality of online learning before enacting policies that would incentivize an accelerated expansion of online enrollments.

Published abstract reprinted by permission of the copyright owner. Show less

Given the rapid growth in online coursework within higher education, it is important to establish and validate quality standards for these courses. While many online learning quality rubrics do exist, thus far there has been little empirical evidence establishing a clear link between specific aspects of course quality and concrete, student-level course outcomes. In the current study, the authors develop an online course quality rubric that comprises four areas, and they explore the relationship between each quality area and student end-of-semester performance in 23 online courses at two community colleges. The results indicate that the quality of interpersonal interaction within a course relates positively and significantly to student grades. Additional analyses based on course observation and interview data suggest that frequent and effective student-instructor interaction creates an online environment that encourages students to commit themselves to the course and perform stronger academically.

Published abstract. Show less

Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses. While all types of students in the study suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages. In particular, students struggled in subject areas such as English and social science, which was due in part to negative peer effects in these online courses.

Published abstract. Show less

Policymakers have become increasingly concerned with measuring - and holding colleges accountable for - students' labor market outcomes. In this paper [the authors] introduce a piecewise growth curve approach to analyzing community college students' labor market outcomes, and discuss how this approach differs from Mincerian and fixed-effects approaches. [The authors'] results suggest that three assumptions underpinning traditional approaches may not be well founded. [The authors] then highlight how insights gained from the growth curve approach can be used to strengthen evolving econometric analyses of labor market returns, as well as to improve the accuracy and usefulness of the relatively simple models required by policymakers and practitioners.

Published abstract. Show less

Nationwide, community colleges struggle with how to improve the poor outcomes of students referred to developmental education. Based on a case study of an urban community college system, this paper sets forth an opposing forces framework to help diagnose the underlying issues that may thwart colleges' efforts to improve developmental outcomes. [The authors] identify three sets of opposing forces: system-wide consistency versus institutional autonomy; efficient versus effective assessment; and promotion of student progression versus enforcement of academic standards. Within each set, both goals are important and worthy, but they also tend to work in opposition to one another, creating confusion, frustration, and other barriers to meaningful reform. [The authors] describe how each of the three tensions shape developmental policy and practice. [The authors] also provide suggestions on potential reforms that could bring these apparently opposing forces into alignment and, thus, create a developmental education system that works to meet all its stakeholders' goals.

Published abstract reprinted by permission of the copyright owner. Show less

To help guide students through program and course options, all community colleges provide academic advising services. However, to provide the support needed, colleges would have to substantially increase their number of advisers. Given increasing enrollments and decreasing public funding, more cost-effective solutions are needed. This chapter examines the use of technology and other structural changes to encourage comprehensive advising reforms. Using case study data gathered from several community colleges engaged in technology-mediated advising reforms, the authors suggest that e-advising tools may be most effective when they prompt colleges to rethink and restructure delivery of a range of services and programs into a more cohesive and international whole.

Edited excerpts from publication. Show less