Publication Date

Spring 2025

Degree Type

Master's Project

Degree Name

Master of Public Administration (MPA)

Department

Urban and Regional Planning

First Advisor

Laureen Hom

Keywords

Online education, E-learning, Adult learners, Nontraditional students, CSU undergraduate students

Abstract

Online education has significantly reshaped how colleges and universities define and evaluate academic achievement. In March 2020 during the height of the Covid-19 pandemic, the U.S. government enforced social distancing regulations that affected operational continuity for higher education institutions. The need to transition from traditional classroom instruction to online was unavoidable. Institutions were not prepared, however, and their shortcomings in providing high-quality online learning for students were exposed. The inadequacy can be due to higher education institutions decade-long mindset of seeing online education as a less credible alternative. As a result, institutions are more eager than ever before to invest in resources for expanding online education. Traditional structure that historically thrived in higher education was changing in response to the rising demand for online education.

In response to the growing demand for online education and the emergence of new enrollment pathways, the researcher investigated two questions: (1) what challenges affect nontraditional students' academic achievement, and (2) does online education support degree completion for nontraditional students? To find the answers, the researcher examined nontraditional students enrolled in online undergraduate programs at California's public university system, California State University (CSU), using data from a student survey and staff interviews. Five hypotheses were then analyzed to see whether there is a correlation between data variables and if these could potentially answer the research questions. The first hypothesis states that students who indicate a higher connection with their peers at school are less likely to experience academic challenges. The second hypothesis states that students who are more likely to utilize student support services are less likely to experience academic challenges. The third hypothesis states that students who perceive their school as supportive are more likely to enroll in more online programs. The fourth hypothesis suggests that students who faced early financial challenges as a barrier to pursuing higher education are more likely to support online programs. The last hypothesis states that students who choose degree programs based on affordability typically experience better online learning outcomes.

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