Doctor of Education
Date of Defense
Dr. Shawn Woodhouse
Dr. Shawn Woodhouse- Chair
Dr. Christiane Hubbard- Jackson
Dr. Jennifer Simms
Online learning has become a significant part of the strategic plan to increase enrollment and college access (Crawley, 2012). Allen & Seaman (2013) noted that more than 65% of U.S. higher education institutions believe that online education is necessary to sustain and continue progress toward their strategic planning goals to increase enrollment. The purpose of this convergent mixed-methods study was to examine the difference between first-generation and continuing-generation undergraduate student engagement and success in a 100% online Jr. Level English course at a university located in the Midwest region. The researchers conducted independent samples (two-tailed) t-tests, one-way ANOVA, and one-way MANOVA to determine if there were statistically significant differences in course success (self-reported final course grade of C- or higher) and levels of student engagement (social presence, cognitive presence, teaching presence and overall engagement for first-generation college students compared to their continuing-generation peers. The findings suggested that there were not any statistically significant differences in course success or levels of student engagement for first-generation college students compared to their continuing-generation counterparts.
Scruggs Hicks, Maya and Moore, Tchule S., "A Comparison of First and Continuing-Generation Student Success and Engagement in an Online General Education English course" (2021). Dissertations. 1131.