Exploring Common Characteristics Among Community College Students: Comparing Online and Traditional Student Success

This study examines course entry characteristics of students in both the regular and online sections of an introductory computer class in a North Carolina community college. These characteristics are compared to student performance on a standardized final assessment, focusing on demographics, technology self-efficacy, and motivation. The research design used in this study utilized correlation analysis and stepwise multiple regression to determine if the independent variables might predict the dependent variable, student performance on a standardized final exam. The analysis revealed that neither demographics, technology, nor motivation could be used as predictors in the seated courses. Demographics could not be used as predictors in the online courses. Eleven technology and nine motivation factors were found to be significant in the online environment. The results of this study support the premise that technology self-efficacy and motivation play a role in a student’s ability to be successful in the online environment. As the use of the internet to deliver course material increases and the community college student continues to demand the flexibility and convenience of this mode of delivery, administrators and faculty in the community college environment must understand the factors that contribute to online student success.