||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.|