不同在线入学水平与学位完成率的关系

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher Pub Date : 2023-01-20 DOI:10.3102/0013189X221147522

Justin C. Ortagus

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引用次数: 0

摘要

本研究考察了不同程度的在线招生对社区大学生学位完成可能性的影响，特别关注传统上服务不足的学生亚群体的完成结果。使用来自高入学率社区大学的机构成绩单数据和倾向得分加权方法，我发现较低水平的在线入学率与黑人、西班牙裔和低收入社区大学学生的学位完成可能性呈正相关，但参加所有在线课程对社区大学学生亚组的学位完成可能性有负面影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Relationship Between Varying Levels of Online Enrollment and Degree Completion

This study examines the influence of varying levels of online enrollment on community college students’ likelihood of degree completion, with a particular focus on completion outcomes among traditionally underserved subgroups of students. Using institutional transcript data from a high-enrollment community college and a propensity score weighting approach, I find that lower levels of online enrollment have a positive relationship with the likelihood of degree completion for Black, Hispanic, and low-income community college students, but enrolling in all online courses has a negative influence on the likelihood of degree completion across subgroups of community college students.

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来源期刊

Australian Educational Researcher EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

14.30%

发文量

期刊介绍： The Australian Educational Researcher is the international, peer reviewed journal published by AARE. The Australian Educational Researcher is published three times a year and is a Thomson (ISI) indexed journal. The aim of AER is to:Promote understandings of educational issues through the publication of original research and scholarly essays.Inform education policy through the publication of papers utilising a range of research methodologies and addressing issues of theory and practice.Provide a research forum for education researchers to debate current problems and issues.Provide an international and national perspective on education research through the publication of book reviews, scholarly essays, original quantitative and qualitative research and papers that are methodologically or theoretically innovative.AER welcomes contributions from a variety of disciplinary perspectives on any level of education.