Title: FACTORS INFLUENCING COMPLETION AND NON-COMPLETION IN COMMUNITY COLLEGE ONLINE COURSES

Abstract

The purpose of this study was to examine the differences in student characteristics between completers and non-completers in online courses, as well as for a group of students in equivalent face-to-face courses. It also examined whether a difference in completion rates existed between the online and equivalent face-to-face courses. Additionally, the self-reported reasons obtained from students as to why they did not complete their coursework were presented and categorized into emerging themes. The sample for this study consisted of 454 community college students, 305 were online students and 149 were face-to-face students.

The results indicated there were no significant differences in student characteristics of age, ethnicity, financial aid eligibility, placement in developmental coursework or self-directed learning readiness between completers and non-completers in online or face-to-face equivalent courses. Significant differences in the student characteristics of hours enrolled and grade point average were found between completers and non-completers in online courses and face-to-face equivalent courses. Completers enrolled in more hours and had higher GPAs than non-completers. The student characteristic of gender was found to be of significant difference between completers and non-completers in online courses, with females completing more courses than males.

Completion rates differed significantly for face-to-face courses. The face-to-face courses had a 19% higher completion rate than the equivalent online courses.

The self-reported reasons for not completing a course were obtained from students and categorized into emerging themes. Each student response was categorized into only one theme per student. The responses from the online students were categorized into the following themes: personal/time (34%), course design/communication (28%), technology/WebCT tutorial (18%), institutional issues (11%) and learning preference (9%). The responses received from the face-to-face students fell into the category of personal/time (100%).