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003 OCoLC;

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008 170113s2016 ncu obm 000 0 eng d;

035 a| (Sirsi) o968303025;

035 a| (OCoLC)968303025;

049 a| EREE;

090 a| LB1044.87;

100 1 a| Nuesell, Lisa M.,e| author.?| UNAUTHORIZED;

245 10 a| Advancing student success and college completion for nontraditional students :b| an examination of distance education participation and degree attainment /c| by Lisa M. Nuesell.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2016.;

300 a| 152 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.07 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2016.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Crystal Chambers.;

500 a| Title from PDF t.p. (viewed February 2, 2017).;

520 3 a| This quantitative ex post facto study examined the relationship between online programming and persistence for the nontraditional student population in higher education. Colleges and universities today are increasing their online course offerings in response to various pressures, including the pressure to continually innovate and integrate emerging technologies into their educational strategies; to promote access to a growing and diverse nontraditional population; and to address public appeals for accountability and improved graduate outcomes. However, there is little research on the outcomes that nontraditional students experience from online programming, such as degree attainment. In this study, the nontraditional student population is examined in terms of the differences among discrete sub-populations, using a traditionality model developed by Horn and Carroll (1996). Data from a national dataset obtained through the National Center for Education Statistics (NCES), the Beginning Postsecondary Students of 2004--2009 Longitudinal Study (BPS:04/09), were analyzed using logistic regression analysis. The study found that the composite nontraditional student group who attempted to complete all courses in academic year 2003-04 through online education was less likely to persist or attain a degree. In contrast, when examining the stratified nontraditional population, those students categorized as moderately nontraditional had a higher probability of persisting or attaining a degree when enrolled in a limited number of online courses. Results of this study would be particularly useful for educators and administrators interested in improving degree attainment by understanding the diversity of the nontraditional population and the potential role of online programming in their educational attainment.;

504 a| Includes bibliographical references.;

650 0 a| Web-based instruction.=| ^A586064;

650 0 a| College graduatesv| Statistics.=| ^A127354;

650 0 a| College studentsx| Attitudes.=| ^A57327;

650 0 a| Education, Higherx| Effect of technological innovations on.=| ^A270013;

653 a| nontraditional students;

653 a| persistance;

700 1 a| Chambers, Crystal Renée,e| degree supervisor.=| ^A1050343;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/6038;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 4604941;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4604941-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/13/2017x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4604941-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/13/2017x| ETDz| HERESOURCE;

Advancing student success and college completion for nontraditional students : an examination of distance education participation and degree attainment / by Lisa M. Nuesell.

Author/creator	Nuesell, Lisa M. author.
Other author	Chambers, Crystal Renée, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2016.
Description	152 pages
Supplemental Content	Access via ScholarShip
Subjects	Web-based instruction. College graduates--Statistics. College students--Attitudes. Education, Higher--Effect of technological innovations on.

Summary	This quantitative ex post facto study examined the relationship between online programming and persistence for the nontraditional student population in higher education. Colleges and universities today are increasing their online course offerings in response to various pressures, including the pressure to continually innovate and integrate emerging technologies into their educational strategies; to promote access to a growing and diverse nontraditional population; and to address public appeals for accountability and improved graduate outcomes. However, there is little research on the outcomes that nontraditional students experience from online programming, such as degree attainment. In this study, the nontraditional student population is examined in terms of the differences among discrete sub-populations, using a traditionality model developed by Horn and Carroll (1996). Data from a national dataset obtained through the National Center for Education Statistics (NCES), the Beginning Postsecondary Students of 2004--2009 Longitudinal Study (BPS:04/09), were analyzed using logistic regression analysis. The study found that the composite nontraditional student group who attempted to complete all courses in academic year 2003-04 through online education was less likely to persist or attain a degree. In contrast, when examining the stratified nontraditional population, those students categorized as moderately nontraditional had a higher probability of persisting or attaining a degree when enrolled in a limited number of online courses. Results of this study would be particularly useful for educators and administrators interested in improving degree attainment by understanding the diversity of the nontraditional population and the potential role of online programming in their educational attainment.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Crystal Chambers.
General note	Title from PDF t.p. (viewed February 2, 2017).
Dissertation note	Ed.D. East Carolina University 2016.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Advancing student success and college completion for nontraditional students : an examination of distance education participation and degree attainment / by Lisa M. Nuesell.

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