| Summary |
As state budgets are continuously tightened, and state dollars dwindle to cover only the bare necessities, resources must be carefully examined and utilized to increase efficiency and effectiveness; one such area in which higher education institutions must concentrate on allocating and streamlining resources is to increase the retention and graduation of students (Goldrick-Rab, 2010; Keup, 2014; Rabovsky, 2012). In considering how to most effectively allocate an institution's limited funds in tandem with supporting and increasing students' academic success, an institution must assess what assists students in the most significant manner. One area where a return on investment is clear is through the implementation of First-Year Experience (FYE) courses. In addition to utilizing FYEs as a vehicle to increase students' academic success, institutions are also attempting to diversify their methods for reaching more students by offering FYEs in an online or remote format. Online or remote learning, also known more formally as distance education (DE), or distance learning, is becoming increasingly common in higher education, allowing for cost savings and greater engagement with more students (Bettinger et al., 2017; Samson & Granath, 2004). This study aims for a better understanding of the impact of one FYE course on student success- College Transfer Success (ACA 122) - in the North Carolina Community College System. The overarching research question guiding the study is whether the instructional method (face-to-face, DE, or hybrid) of FYE courses used by North Carolina community colleges is associated with measures of student success. A better understanding of the impact of the instructional method of this course offers NC community colleges data that may be used to provide additional support to those enrolled in one modality or another and justify the allocation of institutional resources. The results of this study can guide leadership at NC community colleges on course offerings and provide insight into the relationship between course modality on degree completion. |
