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Impact of Online Asynchronous Orientation on Student Enrollment, Retention, and GPA for Bowling Green State University eCampus Students

Armentano, Terence Michael
http://orcid.org/0009-0005-7385-9654
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1700575897737076

Abstract Details

2023, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Educational Technology.
Online learning continues be the largest growth sector in higher education (IPEDS, 2019), however, students enrolled in fully online programs are retained at a lower rate than students enrolled in traditional face to face programs. The purpose of this quantitative correlational study is to determine if online students who participate in an online eCampus Orientation are more likely to be enrolled, retained, and succeed academically in their first course than students who elect not to participate in the orientation. The researcher hypothesizes that online students who participate in the eCampus Orientation will have a significantly higher enrollment and retention rate than those who do not. Further, it is expected that online students who participate in the orientation are more likely to have a higher GPA than those that do not. The researcher used one academic year of archival data (Fall 2020-Summer 2021) to compare two groups of students: students who chose to participate in the online orientation and student who chose not to participate. The target population for this study were newly admitted eCampus students at Bowling Green State University, all of which were adult learners with an average age of 30. A chi-square test of independence was used to measure the relationship between participation in the eCampus Orientation and enrollment and retention. A t-test was used to measure the relationship between participation in the eCampus Orientation and academic success as measured by GPA.
Judy Lambert (Committee Chair)
Peter You (Committee Member)
Savilla Banister (Committee Member)
Berhane Teclehaimanot (Committee Member)
89 p.
Curriculum Development; Educational Technology; Educational Theory
online learning; online orientation; online programs; online students; enrollment; retention; student success; adult learning theory; instructional design; higher education; academic success

Recommended Citations

Citations

  • Armentano, T. M. (2023). Impact of Online Asynchronous Orientation on Student Enrollment, Retention, and GPA for Bowling Green State University eCampus Students [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1700575897737076

    APA Style (7th edition)

  • Armentano, Terence. Impact of Online Asynchronous Orientation on Student Enrollment, Retention, and GPA for Bowling Green State University eCampus Students. 2023. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1700575897737076.

    MLA Style (8th edition)

  • Armentano, Terence. "Impact of Online Asynchronous Orientation on Student Enrollment, Retention, and GPA for Bowling Green State University eCampus Students." Doctoral dissertation, University of Toledo, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1700575897737076

    Chicago Manual of Style (17th edition)

toledo1700575897737076
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© 2023, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.