Examining the Relationship Between Course Modality and Academic Outcomes in Subsequent Courses

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  In Virtual iPresentation Only: Division J - Section 2c: Assessing College Student Success and Impact Virtual Poster Session

Abstract

This study hopes to advance our understanding of online learning in higher education through examining how undergraduate students in the University System of Georgia, who take introductory courses online, fare in subsequent courses. Grounded in the composite persistence model, analyses explore the relationship between taking an introductory English course online and sequential course outcomes (course grade, whether students passed, and earned an A). Regression results suggest that taking a first course online does not relate to subsequent course outcomes, though after controlling for the second course’s modality, attempting both courses face-to-face is associated with higher academic outcomes. Findings indicate that while students might be more familiar with online learning, institutions should consider course progression when evaluating course modalities.

Author

• Pearson M. Brown, University of Georgia