Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics.

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Publisher: Springer
Document Type: Report; Brief article
Length: 223 words

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Abstract :

Keywords: Online learning; Online enrollment; Online retention; Online attrition Abstract Even prior to the COVID-19 pandemic, online learning had become a fundamental part of post-secondary education. At the same time, empirical evidence from the last decade documents higher dropout online in comparison to face-to-face courses for some students. Thus, while online learning may provide students access to post-secondary education, concerns about academic momentum and degree attainment dominate the higher education online learning landscape. Because course completion is often used as a measure of effectiveness, there is a strong need for institutions to be able to predict the potential persistence of online students to direct efforts towards ameliorating dropout. Yet currently, a widely tested and validated archetypical predictive model of retention and success does not exist for undergraduate online learning. This integrative review of the literature examines evidence gathered over the last decade, organizing and summarizing major findings, to help identify potential undergraduate student characteristics for inclusion in such a model. The body of literature collected in this review suggests ten factors for consideration. Author Affiliation: (1) The University of Texas at El Paso, 500 W. University Way, EDUC 601D, 79968, El Paso, TX, USA (2) Borough of Manhattan Community College- CUNY, 199 Chambers Street, 10007, New York, NY, USA (a) ahachey@utep.edu Article History: Registration Date: 04/19/2022 Accepted Date: 04/18/2022 Online Date: 05/10/2022 Byline:

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Gale Document Number: GALE|A719395993