Show simple item record

dc.contributor.advisorWinegard, Tanyaen_US
dc.contributor.authorBoothe, Jasonen_US
dc.date.accessioned2015-10-30T14:21:42Z
dc.date.available2015-11-01T09:40:12Z
dc.date.issued2015-10-12en_US
dc.identifier.urihttp://hdl.handle.net/10504/72986
dc.description.abstractThis study explored the levels of academic success in online classes for students, both non-student-athletes and student-athletes at a NCAA Division II institution, as well as their experiences in online classes. The aim of the study was to create an evidence-based framework for the institution to implement, with the purpose to advise student-athletes on course selection, including online courses, and maximize each student’s chances of achieving academic success, maintaining athletic eligibility, and graduating. The study used a convergent mixed method methodology that consisted of collecting quantitative and qualitative data concurrently and merging the two sets of data to answer research questions and develop the proposed solution. Quantitative data that showed the academic performance of student-athletes and non-student-athletes at the institution since 2007 was analyzed while qualitative face-to-face interviews were conducted with 8 student-athletes and 7 non-student-athletes. The results of this study indicated that online classes are not an effective way for improving academic success for student-athletes. The results also showed that student-athletes and non-student-athletes were not different in terms of academic performance. The proposed solution that this study created is a framework for academic advisors to use to determine if student-athletes should take an online version of a course or not. The solution recommends that any student-athlete who is a freshman, has a cumulative grade point average below 2.5, or is considering specific course subjects such as English, Statistics, or complex Science subjects such as Oceanography should avoid exclusively online courses. Academic advisors are able to use the solution to provide recommendations for course selection based on data rather than assumptions.|Keywords: Online courses, Student-Athletes, Academic Success, NCAA Division IIen_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleOnline Classes and NCAA Division II Student-Athletes: A Mixed Method Study for the Creation of a Course Selection Frameworken_US
dc.typeDissertation
dc.rights.holderJason Bootheen_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorBoothe, Jasonen_US
dc.embargo.terms2015-11-01
dc.degree.levelEdD (Doctor of Education)en_US
dc.degree.disciplineInterdisciplinary Ed.D. Program in Leadershipen_US
dc.degree.nameEd.D. Program in Leadershipen_US
dc.degree.grantorGraduate Schoolen_US
dc.degree.committeeEcklund, Josephen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record