Student Retention in Online, Open and Distance Learning

Simpson, Ormond

doi:10.4324/9780203416563

Cited by 107 publications

(94 citation statements)

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“…If studying in prison is stressful for students, teaching in prison can also be stressful for tutors engaging with the unwelcoming physical and cultural prison environment (Simpson, 2003). For several teaching sessions I undertook with a student serving a life sentence for murder, because of a 'mix up' with the booking of rooms, the only teaching space available was his cell, with sessions conducted on the wing with the door open and a prison officer standing guard outside.…”

Section: Accessmentioning

confidence: 99%

Teaching a distance higher education curriculum behind bars: challenges and opportunities

Watts

2010

Open Learning: The Journal of Open, Distance and e-Learning

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The provision of education that is both effective and relevant to the needs of students within prison is challenging on a number of levels. The uniqueness of prison culture with a regime characterised by a focus on security measures such as lock-downs and head counts constrains the possibilities for learning. The absence of a supportive learning environment together with an emphasis on punishment rather than rehabilitation has the effect of marginalising education in prison so that 'education' has come to be seen by some as 'off limits'. Education in basic skills such as literacy and numeracy that contributes to 'life skills' is given priority. In contrast, access to higher education is more problematic with this generally perceived by both prisoners and prison staff as an 'elite' activity. This article adopts a case study approach to consider the barriers to higher education distance learning in the prison setting. It focuses on the practical and organisational constraints faced by educators in their efforts to help students in prison negotiate the different worlds of prison and higher education. It also highlights the value of one-to-one tutorial support in facilitating learning in less than optimum teaching conditions.

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Section: Accessmentioning

confidence: 99%

Teaching a distance higher education curriculum behind bars: challenges and opportunities

Watts

2010

Open Learning: The Journal of Open, Distance and e-Learning

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“…La satisfacción estudiantil ha sido concebida como el grado de congruencia entre las expectativas previas de los estudiantes y los resultados obtenidos, con respecto a la experiencia de aprender a través de cursos virtuales (Allen, Omori, Burrell, Mabry y Timmerman, 2013;Moore y Shelton, 2014;Simpson, 2003). Se la considera como un estándar clave para la evaluación de la calidad de la educación virtual (Rubio Gómez, 2003).…”

Section: La Satisfacción Estudiantilunclassified

Factores predictores de la satisfacción de estudiantes de cursos virtuales

Ramírez¹

2016

RIED

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ResumenLa facilidad de acceso y uso cotidiano de las recientes tecnologías de la información y la comunicación ha permitido un desarrollo impresionante de ofertas universitarias completamente virtuales. Estos desarrollos también han planteado importantes cuestiones sobre cuáles son los determinantes que afectan el aprendizaje, el desempeño y la retención de los estudiantes de estas ofertas académicas. Uno de estos determinantes es el grado en el cual los cursos o programas virtuales satisfacen las expectativas de los estudiantes. En este estudio se investigó los factores predictores de la satisfacción estudiantil identificados por Sun y sus colaboradores (2008) con estudiantes hispanohablantes. Se tradujo el cuestionario al español y fue respondido por 102 participantes. El análisis de consistencia interna dio como resultado alta confiabilidad. El análisis de correlación mostró que todos los factores estudiados, con excepción de la ansiedad por el uso de computadoras, están significativamente correlacionados con la satisfacción estudiantil. El análisis de regresión con pasos sucesivos encontró que los factores flexibilidad del curso, actitud docente hacia el e-learning, autoeficacia del estudiante en el uso de Internet y percepción de la interacción predicen el 47.2% de la satisfacción estudiantil. Basado en estos resultados se ofrecen orientaciones para los administradores de cursos virtuales de educación superior.Palabras clave: satisfacción del alumnado; aprendizaje asistido por ordenador; enseñanza a distancia; administración educativa. AbstractThe easy access and daily use of recent information and communication technologies has led to an impressive development of university offers completely in online modality. These developments have also raised important questions about the determining factors that affect learning, performance and retention of the learners of these academic programs. One of these determinants is the degree to which virtual courses or programs satisfy the learners' expectations. Specifically, this study investigated the predictor factors of learner satisfaction identified by Sun and colleagues (2008) among Hispanic learners. The questionnaire was translated into Spanish and filled out by 102 participants. The internal consistency analysis resulted in high reliability. Correlation analysis showed that all the factors studied, except computer anxiety, are significantly correlated with learner satisfaction. The stepwise regression analysis found that course flexibility, instructor attitude towards e-learning, student Internet

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“…But as in conventional distance education there are clear links between dropout and low previous educational qualifications (Simpson 2003) it would be very surprising if that were not also true for e-learning. Clarke (2002) suggests that dropout rates in distance education tend to be associated with factors such as lack of confidence, fear of failure, underdeveloped learning skills and isolation.…”

Section: Retention In E-learningmentioning

confidence: 99%

“…Some of this evidence comes from the United States where online learning has been around longer and is more widespread. In a recent survey (2002) of 4,100 online learners the Corporate University Xchange Inc. found a dropout rate of 71% ("Open Learning Today," June 2002, quoted in Simpson, 2003).…”

Section: Retention In E-learningmentioning

confidence: 99%

Student Retention in Online, Open and Distance Learning

Cited by 107 publications

References 0 publications

Teaching a distance higher education curriculum behind bars: challenges and opportunities

Teaching a distance higher education curriculum behind bars: challenges and opportunities

Factores predictores de la satisfacción de estudiantes de cursos virtuales

E-Learning, Democracy, and Social Exclusion: Issues of Access and Retention in the United Kingdom

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