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Degree Attainment in Online Learning Programs: A Study Using National Longitudinal Data

Degree Attainment in Online Learning Programs: A Study Using National Longitudinal Data

Heather Carter, Credence Baker, Kim Rynearson, Juanita M. Reyes
Copyright: © 2020 |Volume: 1 |Issue: 3 |Pages: 25
ISSN: 2644-1624|EISSN: 2644-1640|EISBN13: 9781799804024|DOI: 10.4018/IJITLHE.2020070102
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MLA

Carter, Heather, et al. "Degree Attainment in Online Learning Programs: A Study Using National Longitudinal Data." IJITLHE vol.1, no.3 2020: pp.19-43. http://doi.org/10.4018/IJITLHE.2020070102

APA

Carter, H., Baker, C., Rynearson, K., & Reyes, J. M. (2020). Degree Attainment in Online Learning Programs: A Study Using National Longitudinal Data. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 1(3), 19-43. http://doi.org/10.4018/IJITLHE.2020070102

Chicago

Carter, Heather, et al. "Degree Attainment in Online Learning Programs: A Study Using National Longitudinal Data," International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE) 1, no.3: 19-43. http://doi.org/10.4018/IJITLHE.2020070102

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Abstract

The purpose of this study is to compare degree attainment rates in online and not wholly online degree programs, using longitudinal data from a national sample. Longitudinal data, collected from the National Center for Education Statistics via Beginning Postsecondary cohort 12/14, were analyzed to determine if relationships between degree attainment, course type, and degree program existed. The largest sample size available for analyzing any combination of relationships was 6,770 students. Chi-square and log-linear analyses indicated a significant interaction between course type, degree program, and degree attainment at p < .005. In terms of degree attainment, results indicated that online learning lends to similar student success, to learning that does not take place in a fully online environment. Additionally, in an analysis of specific program outcomes, students taking online psychology programs were more likely to finish the degree program than students not taking all online courses, p < .000.