Methods
This study utilized a mixed methods approach including quantitative survey data and qualitative interviews to gain a comprehensive understanding of factors influencing student success in online courses. The research was conducted at a large public university in the Southwestern United States that offers both online and face-to-face course sections. Approval was obtained from the university’s institutional review board prior to beginning data collection.
For the quantitative component, an online survey was developed consisting of Likert scale and multiple choice questions aimed at assessing student characteristics, preparedness, time management skills, technology access and comfort, interaction and communication with instructors and peers, course organization and structure, and perceptions of learning and satisfaction in online courses. The survey items were drawn from existing questionnaires that have been validated in prior studies to measure these constructs. A panel of experts in online education reviewed the survey for face validity.
The survey was distributed via email to all students enrolled in online courses during the spring 2021 semester, which was 2,423 students. Reminder emails were sent at regular intervals over a three-week period to maximize response rates. A total of 712 surveys were completed for a response rate of 29.4%. Of the respondents, 72.1% identified as female, 27.9% as male. The average age was 25.7 years. Class standings were distributed as follows: 20.9% freshman, 24.3% sophomore, 24.8% junior, 29.9% senior. In terms of academic performance, 76.8% reported a cumulative GPA between 3.0-4.0.
Following survey completion, interviews were conducted with a stratified random sample of 25 students for the qualitative component. Quotas were set to achieve representation based on gender (12 female, 13 male), class standing (6 freshman, 6 sophomore, 7 junior, 6 senior), and performance level (10 high GPA 3.5-4.0, 15 average/low GPA 2.0-3.4). Interviews lasted approximately 30-45 minutes each and took place over Zoom or phone. An interview protocol guided by principles of emergent design was utilized to allow for flexible exploration of topics brought up by participants. Interview questions probed deeper into students’ experiences in online courses, the factors impacting their performance and satisfaction, and any suggestions for improvement. All interviews were audio recorded and later transcribed verbatim for analysis.
For analysis of the quantitative survey data, descriptive statistics were calculated to profile respondent characteristics. Reliability analysis using Cronbach’s alpha was conducted on multi-item scales. Independent samples t-tests and one-way ANOVAs examined differences in factors by gender, class standing, and GPA. Bivariate correlations assessed relationships between variables. Qualitative data from interviews were coded thematically using an iterative, grounded approach. Codes were organized into categories representing key themes that emerged from the transcripts. Integrated analysis brought together quantitative and qualitative findings to provide a robust understanding of the research problem.
This mixed methods research design allowed for gathering both breadth and depth of insights into student success in online courses. The survey provided a large, representative sample to examine relationships among variables on a macro level while the interviews permitted probing more deeply into specific experiences and contexts on a micro level. Using quantitative and qualitative strands together produced well-rounded conclusions with greater validity than either approach alone. Appropriate ethical practices were followed throughout the research process and findings will contribute to improving support for online learners.