The Impact That Technology And Social Systems Have On African American Student Enrollment Growth In Totally Online, Hybrid/Blended Online, And Face-To-Face Undergraduate Degree Programs
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Type of WorkText
DepartmentHigher Education Program
ProgramDoctor of Philosophy
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The purpose of this quantitative causal-comparative study was to examine the relationship between institution characteristics (public 2-year, public 4-year, private nonprofit 4-year and private for-profit institution), student characteristics (age, gender and enrollment status, job type, and dependency status), program type (traditional face-to-face, hybrid/blended online or totally online), and the dependent variable African American enrollment growth rate. The study describes the demographic profile of African American distance education learners and compares this profile with that of non-distance learning African American students who attend HBCUs and non-HBCUs. This pointed to a more specific target market for recruiting new students to HBCUs. Private-for-profit institutions and public 2-year institutions showed the greatest significant increase in enrollment growth rate amongst African American enrolled in hybrid/blended online, totally online, and face-to-face online undergraduate degree programs. The marketplace is shifting and HBCUs should recognize the opportunity for enrollment growth amongst both totally online and hybrid/blended online undergraduate degree programs.