 Time Poverty: A Hidden Factor Connecting Online Enrollment and College Outcomes?Claire Wladis, Alyse C. Hachey and Katherine Conway The Journal of Higher Education, 2023, vol. 94, issue 5, 609-637 Abstract: This study explored the relationships between voluntary online course enrollment (pre-pandemic), time poverty, and college outcomes. Results indicate that students who enrolled in at least one fully online course were significantly more time poor than other students; these differences were largely explained by age, parental status, and paid work. Yet, despite being more time poor, students who enrolled in online courses were more likely to successfully complete their courses, especially after controlling for time poverty. While students who took at least one online course were less likely to be retained in college and accumulated on average fewer credits, outcomes in online courses did not explain these differences; rather, other factors that make students both more likely to enroll online and to drop out or take fewer credits likely play a role. In particular, time poverty fully mediated the relationship between online enrollment and credit accumulation. Date: 2023 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:uhejxx:v:94:y:2023:i:5:p:609-637 Ordering information: This journal article can be ordered from DOI: 10.1080/00221546.2022.2138385 Access Statistics for this article The Journal of Higher Education is currently edited by Mitchell Chang More articles in The Journal of Higher Education from Taylor & Francis Journals |
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