Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology

Concerns about student persistence in online college courses have increased since the onset of the COVID-19 pandemic. This study examined factors associated with self-selection into asynchronous versus synchronous online course sections and effects of course format, self-efficacy, and self-regulatory behaviors on course withdrawal rates and final grades in Introductory Psychology. We assessed learning outcomes of students (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective, minority-serving institution in Spring 2021. Half of the sections were fully asynchronous;half met synchronously via Zoom. Students enrolled in asynchronous sections were more often first semester students;asynchronous students were less likely to access the online textbook or check Blackboard settings before submitting their first assignment. While students enrolled in synchronous sections more often reported challenges sustaining attention and motivation, students enrolled in asynchronous sections more often reported difficulties managing coursework and work obligations. Controlling for demographic factors, students in asynchronous sections had a higher risk of withdrawing, as did students with lower self-efficacy and those reporting family obligations. For students completing the course, final grades were associated with accessing the textbook, reading comprehension, and demographics, but not with course format or self-efficacy. These findings provide insight into factors that predict enrollment in online course formats and subsequent associations with learning outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Remote online learning outcomes in introductory psychology during the COVID-19 pandemic

This study investigated factors contributing to Introductory Psychology students' success in remote online learning during the coronavirus disease (COVID-19) pandemic. Building on the composite persistence model, we used learning outcomes assessment data to examine student characteristics (demographics), skills, and internal and external factors as predictors of performance of diverse students (N = 1,270) enrolled at an open-enrollment, Hispanic-serving institution in Fall 2020. In keeping with prepandemic national trends, Hispanic/Latinx and Black/African American students performed worse across outcomes (pass/fail, homework submission, quiz scores, and test grades), as did males on most outcomes. Reading comprehension skill predicted all outcomes over and above student characteristics. For internal factors, greater perceived difficulty of transitioning to online learning adversely impacted most outcomes. Self-reported digital multitasking was unrelated to outcomes;only 25% of students identified difficulties with attention and motivation as a learning challenge. For external factors, the use of handheld devices to complete homework was associated with worse outcomes. About half (49%) identified digital access as a challenge, though identifying this challenge was unrelated to outcomes. Additionally, students in larger sections (>= 119 students) performed worse. Students who noted specific challenges (e.g., digital access, disruptive environments) at the start of the semester tended to be from demographic groups (e.g., females) with better outcomes. Cumulatively, these factors accounted for only 10.4%-16.5% of variance in course outcomes, suggesting that other factors beyond the present study's scope (e.g., student, family, and community mental and physical health) may have also impacted learning during the pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)