ECU Libraries Catalog
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LEADER 04003cam 2200529Ii 4500
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ocn968303025
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OCoLC
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20170427122741.0
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m o d
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170113s2016 ncu obm 000 0 eng d
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a| (Sirsi) o968303025
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a| (OCoLC)968303025
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a| ERE
b| eng
e| rda
c| ERE
d| ERE
d| UtOrBLW
049
a| EREE
090
a| LB1044.87
100
1
a| Nuesell, Lisa M.,
e| author.
?| UNAUTHORIZED
245
1
0
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| text
b| txt
2| rdacontent
337
a| computer
b| c
2| rdamedia
338
a| online resource
b| cr
2| rdacarrier
347
a| text file
b| PDF
c| 1.07 MB
2| rda
538
a| System requirements: Adobe Reader.
538
a| Mode of access: World Wide Web.
502
b| Ed.D.
c| East Carolina University
d| 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 graduates
v| Statistics.
=| ^A127354
650
0
a| College students
x| Attitudes.
=| ^A57327
650
0
a| Education, Higher
x| 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
4
0
z| Access via ScholarShip
u| http://hdl.handle.net/10342/6038
949
o| wjh
994
a| C0
b| ERE
596
a| 1 4
998
a| 4604941
999
a| CLICK ON WEB ADDRESS
w| ASIS
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i| 4604941-1001
l| JNET
m| JOYNER
r| Y
s| Y
t| JNE3ETD
u| 1/13/2017
x| ETD
z| JERESOURCE
999
a| CLICK ON WEB ADDRESS
w| ASIS
c| 1
i| 4604941-2001
l| HSLELEC
m| HSL
r| Y
s| Y
t| HEETD
u| 1/13/2017
x| ETD
z| HERESOURCE