Dissertation/Thesis Abstract

Examination of Online Community College Students: Community of Inquiry Theoretical Model
by Jones, Carmen Rose, Ed.D., McKendree University, 2017, 121; 10279238
Abstract (Summary)

The purpose of this study was to examine online community college student completion and the effectiveness of student learning in online courses, which was measured through the anticipated final online course grade using the Community of Inquiry (CoI) theoretical framework. The researcher collected completion rate data for both online and face-to-face courses from the 10-day roster to the end of the semester. Surveys consisting of questions from the CoI survey, demographic questions, and the student’s anticipated final course grade were administered by the Illinois Easter Community College (IECC) district to online students near the end of spring semester. The first research question examined the difference in completion rates for online and face-to-face courses. There was a statistically significant difference with students less likely to complete an online course in comparison to a face-to-face course. Three research questions assessed the relationship between the three components of CoI and a student’s anticipated final course grade. There was no statistically significant correlation between social presence and the student’s anticipated final online course grade. Cognitive presence and teaching presence both had a positive statistically significant relationship with the student’s anticipated final course grade. The final three research questions that guided this study used multiple regression to examine a predictive relationship between the social, cognitive, and teaching presence and a student’s anticipated final course grade. Cognitive presence was the only component of the CoI model that had a statistically significant predictive value on the student’s final course grade. Based on the findings from this study, the IECC district and other community colleges should focus more attention on completion efforts on online courses compared to face-to-face courses and develop and teach online courses that enhance the cognitive presence and teaching presence in an online course.

Indexing (document details)
Advisor: Manning, Pamela
Commitee: Barnes, Pamela, Cutchin, Jeff
School: McKendree University
Department: Education
School Location: United States -- Illinois
Source: DAI-A 78/12(E), Dissertation Abstracts International
Subjects: Curriculum development
Keywords: Community college, Online, Student completion
Publication Number: 10279238
ISBN: 978-0-355-08305-7
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