A REPORT RESEARCHING THE GENETIC AND RISK POLICIES REGARDING UNCONVENTIONAL STUDENTS AND THEIR RELATIONSHIP TO ACCEPTANCE IN THE DISTANCE LEARNING UNIVERSITIES
DOI:
https://doi.org/10.48047/tbr4fn74Keywords:
Online learning, courses via the internet, Unconventional learners, female students, higher learning, neighborhood colleges, Achievement of degree requirements.Abstract
This dissertation aims to and the researchers the question of whether gender, age, and the presence of
such features are risk factors for nontraditional students who enroll in online college courses. More
than 95,000 first-year college students the researchers polled during the 2011-2012 academic year for
the 2012 National Postsecondary Student Aid Study (NPSAS:12), which provided the data used in this
study. Several risk factors for nontraditional students, including gender and age, have been shown to
be strong predictors of distance learning enrollment. It is believed that this study will lend credence to
the idea that school administrators may accomplish their goal of reducing the time it takes to get a
degree by increasing the number of online courses available. Beyond the unconventional student risk
index proposed by the National Centre for Educational Statistics, further research is required to examine
other factors like ethnicity and GPA to offer a more comprehensive analysis of indicators of online
course enrollment or improved data collection for separation schooling retention or success. Examining
how risk policies, genetic predispositions, and the admission procedures of atypical students in distant
learning colleges connect, this paper delves into the topic.
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