| Over the past few decades many institutions of higher learning have focused a great deal of their attention on lowering the operating costs associated with earning a degree. Two major drivers for lowering the fixed space and instructional costs have been online learning and the increased use of part-time faculty members. This study measured the impact that these two factors have had on first course completion rates for adult students at one institution. This study used a logistic regression to analyze the relationships between the successful completion of a student's first course and the various factors that may impact the student experience. Course completion was determined by the student's ability to complete the first course in an adult education program with a grade of C or better. The logistic regression model included the two primary independent variables: faculty status (full-time vs. part-time) and instructional modality (face-to-face vs. online). The logistical regression model also included the comparison independent variables: age (continuous), prior college grade point average (continuous), gender (male vs. female), and faculty credentials (terminal degree vs. non-terminal degree). The results of this study revealed that faculty status and prior college GPA do have an impact on course completion rates at one institution. However, the factors used in this study explain less than 8 percent of why students complete the course. Therefore, future research in this area should consider the limitations presented in this dissertation. |
