College students--Florida

eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college.
The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor.

The purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students. Statistical tests of significance were chi-square and Kendall's tau. Results indicate the null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the traditional full-time student are not supported. The correlation coefficients indicate a weak to moderate association for the significant variables. The null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the part-time student, 21 years of age and younger are supported. The correlation coefficients indicate a weak to very weak association for the significant variables. Lambda, performed on the socioeconomic variables, indicate little or no predictive power by the adult (or younger) part-time student and the traditional full-time student. Among the findings are most adult part-time students usually attend night classes, need a greater selection of courses and academic advisors at night, need courses that will transfer to an upper level university, and plan to be on campus only to study and/or attend class. About a fourth expressed a need for daycare. Over half of all student indicated a need for courses to upgrade skills in effective communication, math, reading, and writing. Two-thirds of the students attend part-time. The majority are 22 years of age and older. The traditional full-time student comprise only one-fourth of the total student population. Findings indicate the needs of the adult part-time student (as well as the needs of the younger part-time student) should be strongly considered in decisions pertaining to curricular and student services needs.

The problem of this study was fourfold: (1) Since it is
generally concluded that underprepared students have had an unsatisfactory
prior school experience, why do many continue their education
in the community junior college? (2) Do underprepared students
enroll in the community junior college to gain job skills related
to employment opportunities or job satisfaction? (3) Is there any
difference between the aspirations of the underprepared student
and the evaluations of the teachers-counselors and counselors in
the community colleges' programs designed for underprepared students?
(4) Is there any difference between the aspirations of
underprepared community college students and the evaluations of
their motivations by selected secondary guidance counselors? The findings were: (1) The students' previous experiences
in education were reported as very satisfactory. Their reports
of previous schooling were pleasant, they reported that their
previous teachers liked and understood them, and they reported
they could be highly superior or above average students. (2) The
students planned to learn things that would be useful in their
future work; and they planned to prepare themselves for an employment
goal which pays well and that they would enjoy doing.
(3) The students reported less motivation for achieving career
education goals than the college teachers-counselors estimated.
(4) The students reported less motivation for acquiring career
education goals than the secondary level guidance counselors
estimated they would.