First-semester transfer students taking one general education course persisted at rates 15-20% lower than similar non-takers, an effect absent when the course was taken in a later term¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Transfer students, whether online or on-ground, taking the course in their first term were 15-20% less likely to persist than similar students who did not take it. → Bloemer 2017 q2 i? If transfer students took the same course in a later term, persistence problems were virtually absent. → Bloemer 2017 (2)

Evidence¶

Bloemer 2017¶

Bloemer, W., Day, S., & Swan, K. (2017). Gap analysis: An innovative look at gateway courses and student retention. Online Learning, 21(3), 5-14. https://doi.org/10.24059/olj.v21i3.1233

q2 · i? · associational · r2

A persistence-gap analysis of four years of student records broke persistence differences down by Student Type and academic-life stage, comparing takers of the course with similar non-takers. On-ground transfers showed -18.9% and online transfers -15.0% in first term; "First semester transfer students were less likely to persist, by 15-20%."

"First semester transfer students were less likely to persist, by 15-20%."

Bloemer 2017 (2)¶

Bloemer, W., Day, S., & Swan, K. (2017). Gap analysis: An innovative look at gateway courses and student retention. Online Learning, 21(3), 5-14. https://doi.org/10.24059/olj.v21i3.1233

q2 · i? · associational · r2

The same persistence-gap analysis by student type and stage found that in later stages transfer students' persistence gaps were near zero or positive (e.g., second term 0.3% and 5.9%); "If transfer students took the same course in a later term, there were virtually no problems with persistence."

"If transfer students took the same course in a later term, there were virtually no problems with persistence."

Discussion¶

Related Claims¶

• Students in ePortfolio-based Personal Development Plan sections had significantly higher first-year GPAs and retention than non-ePDP peers, but gains were not sustained without intensive professional development — related
• Each additional semester of continuous college enrollment is associated with a higher completion rate, but no specific semesters carry distinctive predictive value — related
• Online continuing education courses show lower persistence than comparable onground courses (79% vs 84%) over eight quarters — related
• For college students who can choose between online and in-person sections, taking a course online lowers grades both in that course and in future courses — related
• Enrollment in the mission-specific general education courses was associated with increased persistence across student types, likely because enrollment signals intention to complete a degree at the institution — reports the opposite
• Students taking courses online are less likely to remain enrolled at the university — related