The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system
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Young, Black, male students who were not academically proficient previously are specifically less successful in online environments in the community college setting.
“In the community college setting, the research of Xu and Jaggars finds that young, Black, male students who were not academically proficient previously are specifically less successful in online environments (Xu & Jaggars, 2013).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu & Jaggars, 2013
Soft skills such as time management, literacy, and independent learning are necessary to online learning and are not skills which developmental learners typically have mastered.
“Like Xu and Jaggars (2013), they note that soft skills such as time management, literacy, and independent learning are all necessary to online learning and are not skills which developmental learners typically have mastered.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu and Jaggars (2013)
Persistence and achievement were negatively correlated in the online format.
“In follow up research, Xu and Jaggars (2012) also observed persistence and achievement were negatively correlated in the online format as well.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu and Jaggars (2012)
Developmental students are more at risk in online learning.
“As some research indicates that developmental students are more at risk in online learning (Jaggers & Xu, 2010; Xu & Jaggers, 2013)”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu & Jaggers, 2013
Students may need a particular sort of readiness in order to succeed online.
“Students may need a particular sort of readiness in order to succeed online (Petrides & Nodine, 2005;Xu & Jaggers, 2013)”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu & Jaggers, 2013
Young Black men are most likely to be unsuccessful in online courses.
“particularly in light of Xu and Jagger's research indicating that young Black men are most likely to be unsuccessful in online courses (2013).”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Xu and Jagger, 2013
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- Authors
- Xu, D., & Jaggars, S. S.
- Affiliations
- Columbia University (US)
- Corresponding author
- Xu, Di
- Venue
- Economics of Education Review
- Publisher
- Elsevier BV
- Published
- 2013-12
- Volume
- 37
- Pages
- 46-57
- ISSN
- 0272-7757 (ISSN-L)
- OpenAlex
- W2051736478
- Cited by
- 359
- References
- 64
- Citations by year
- 2026: 15 · 2025: 16 · 2024: 35 · 2023: 49 · 2022: 50 · 2021: 56 · 2020: 22 · 2019: 28 · 2018: 21 · 2017: 12 · 2016: 25 · 2015: 20 · 2014: 7 · 2013: 2
- FWCI
- 87.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Economics of Education Review (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Lumina Foundation
- Texas Higher Education Coordinating Board
- Association for Institutional Research
- Washington State University
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- online learning, community colleges, technical colleges, course performance, course grades, travel distance, online course quality, higher education outcomes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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