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Results indicate female, part-time, and non-traditional students are more likely to succeed, and successful students are often taught by full-time and tenured faculty.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/influence-of-student-and-instructor-characteristics-in-online-student-success/602064/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/influence-of-student-and-instructor-characteristics-in-online-student-success/602064.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the study’s purpose and design?","Question",{"text":62,"@type":63},"The study uses a non-experimental, quantitative case-study approach to compare academic success over three years before COVID-19 using archival data from selected online and on-ground classes.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which student characteristics are examined?",{"text":67,"@type":63},"Student characteristics include gender, full-time vs. part-time status, and age category (traditional vs. nontraditional).",{"name":69,"@type":60,"acceptedAnswer":70},"How are instructor characteristics defined and why do they matter?",{"text":71,"@type":63},"Instructor characteristics include full-time vs. part-time (adjunct) teaching status and tenure vs. non-tenure status; the document argues faculty involvement has been underrepresented in prior research and may influence online student success.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602064,1792923511,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Influence of Student and Instructor Characteristics in Online Student Success  \nMelody Edmonds  \nMotlow State Community College  \nJill Channing  \nEast Tennessee State University  \nJames Lampley  \nEast Tennessee State University  \nThe purpose of this non-experimental, quantitative case study was to compare the academic success of community college students over three academic years (2016-17 through 2018-19) before the onset of Coronavirus Disease (COVID-19) based on final grades and the influence of student factors, class size, and faculty characteristics using archival data from selected online and on-ground classes at a Middle Tennessee community college. Female students, part-time students, and non-traditional students were more likely to be successful. Successful students were generally more likely to be taught by full-time faculty and tenured faculty.  \nEducation Leadership Review of Doctoral Research, Vol. 9. Fall 2021  \nISSN: 1532-0723  \n© 2021 International Council of Professors of Educational Leadership.  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, full attribution to the author/s is required.  \nEven though overall higher education enrollment is decreasing, online course demand has continued to increase in the past few years. According to Seaman and Seaman (2017), the consistent higher education enrollment increases that had been occurring for many years have stalled. From fall 2012 through fall 2015, total higher education enrollments decreased (Seaman & Seaman). Conversely, a higher percentage of students have registered for online courses during this same timeframe (Seaman & Seaman, 2017) . Because of the increased attractiveness of online courses to students, institutions may need to place additional emphasis on the multiple factors that lead to successful online course completion. With the decline in enrollment, completion becomeseven more vital to continue the pipeline of providing a credentialed workforce to employers.  \nStatement of the Problem  \nFor 14 consecutive years, online course enrollment has been accelerating (Seaman, & Seaman, 2018) . Online course demand continues to grow, especially in community colleges; by 2017, almost 31% of community college students register for a minimum of one online course as compared to 29% at public four-year higher education institutions (Lederman, 2018) . Most students registering for at least one online course were also registered for at least one on-ground course (Seaman & Seaman, 2018) . With many students making the choice to pursue courses online, administrators should address appropriate instructional quality and holistic online student support systems to meet retention goals.  \nThroughout the last decade, researchers have performed several studies analyzing factors contributing to online student success. Most of these focus on characteristics of online students and their subsequent course retention and attrition. Although these are important research questions to answer, administrators still face questions of how to reduce the significant gap between online and traditional student success while meeting the increased demand to offer more online courses (Allen & Seaman, 2015) . This gap varies among courses. Student traits, demographics, and profiles are frequently studied to identify student characteristics more likely tobe unsuccessful, yet faculty characteristics should also be assessed to determine the significance of the role faculty play in both the success and the lack of success of the online students. Faculty, as a variable, has been notably concealed or even absent in many previous studies (Hutto, 2013; Martin, 2017; Tinto, 2006) . Logically, student involvement and engagement at the institution are largely attributed to student affairs personnel. Yet, most community college students hold jobs and generally do not live on campus; thus, faculty teaching in the classroom may be the only opportunity for student","cbCainzDeOgRg3Rz","https://ap.wps.com/l/cbCainzDeOgRg3Rz","pdf",334191,15,"English","# Statement of the Problem\n## Research focus: online course demand and success gap\n## Purpose and research questions","[{\"question\":\"What is the study’s purpose and design?\",\"answer\":\"The study uses a non-experimental, quantitative case-study approach to compare academic success over three years before COVID-19 using archival data from selected online and on-ground classes.\"},{\"question\":\"Which student characteristics are examined?\",\"answer\":\"Student characteristics include gender, full-time vs. part-time status, and age category (traditional vs. nontraditional).\"},{\"question\":\"How are instructor characteristics defined and why do they matter?\",\"answer\":\"Instructor characteristics include full-time vs. part-time (adjunct) teaching status and tenure vs. non-tenure status; the document argues faculty involvement has been underrepresented in prior research and may influence online student success.\"}]","Influence of Student and Instructor Characteristics in Online Student Success | PDF",1792093963,38]