Student experience and academic performance in an online asynchronous community college course delivered in accelerated, cohort, and traditional formats: A mixed methods study

Abstract

This study used an explanatory sequential mixed methods approach to compare student experience and academic performance in an asynchronous online community college course delivered in three formats: accelerated (5-week) cohort, accelerated (5-week) non-cohort, and non-accelerated (16-week) non-cohort. Quantitative results showed no significant difference in final grades, successful course completion, or withdrawals among course formats. No significant differences emerged in course learning outcome (CLO) attainment among course formats, except for the public speaking CLO, with 16-week non-cohort students performing significantly better than 5-week non-cohort students. Quantitative results also revealed that 5-week cohort students rated their course and instructor significantly higher on course evaluation surveys (CES) than 16-week non-cohort students. Qualitative findings supported quantitative results on academic performance; however, qualitative data contradicted differences identified in CES results by revealing similar student experiences across course formats. Overall, this study highlights the nuanced effects of course format on student outcomes and provides insights into online asynchronous course offerings in community college settings. Recommendations include maintaining a range of asynchronous course formats to allow students the flexibility to select the course format that best aligns with their needs, alongside the implementation of support measures such as online orientations to prepare students for asynchronous coursework.