ERIC Number: EJ1048302
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 21
Exploring the Relationship between Military Service and Performance in Online Classes
Downs, Guy H.; McAllen, Dorothy K.
Online Journal of Distance Learning Administration, v17 n4 Win 2014
Universities have witnessed the consistent growth of increased college-level distance education programs with 32 percent of all students having taken at least one online course (Allen & Seaman, 2013). Key to this continued growth, however, is understanding the factors that contribute to the greatest growth and success in these programs. Researchers have identified a growing sub-population of non-traditional students--military Veterans, where universities have specifically seen a dramatic growth in enrollment (Lighthall, 2012). This study examined the relationship between military service and academic performance in distance learning courses offered entirely online. We conducted an Ordinary Least-Squares (OLS) regression, using grade point average in online classes as the dependent variable and Veteran status as the explanatory variable, and found that Veteran status has a positive, statistically significant relationship with academic performance in the online classroom.
Descriptors: Online Courses, Electronic Learning, Military Service, Performance Based Assessment, Distance Education, Universities, Performance Factors, Nontraditional Students, Military Personnel, Veterans, Enrollment Rate, Least Squares Statistics, Grade Point Average, Predictor Variables, Statistical Significance, Academic Achievement, Virtual Classrooms, Undergraduate Students, Student Records, Data Analysis, Technology Integration, Age Differences, Gender Differences
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: email@example.com; Web site: http://www.westga.edu/~distance/ojdla
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A