Towards a higher retention rate among distance learners

Frew, Elspeth; Weber, Karin

doi:10.1080/0268051950100209

Cited by 5 publications

(19 citation statements)

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“…For example, there are studies examining instructional design Van Schaik, Barker, & Beckstrand, 2003), demographics (Despain, 2003;Eisenberg & Dowsett, 1990;Frew & Weber, 1995), community engagement (Pugliese, 1994), program satisfaction (Schell & Thornton, 1985), and feedback and turnaround time (Taylor et al, 1986), to name just a few. There have also been a number of research studies that have tried to adopt many of the constructs outlined in Tinto's (1975) retention model.…”

Section: Attrition In Distance Education: a Meta-analysismentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Section: Attrition In Distance Education: a Meta-analysismentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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“…Researchers have identified factors that lead to attrition including lack of faculty-student communication, inadequate time management, unrealistic expectations, and quality of instruction (Chyung et al, 1998;Cooper, 2000;Frew & Weber, 1995;Minich, 1996;Saba, 2000;Wilkinson & Sherman, 1989). Colleges and universities should examine two key factors directly associated with attrition.…”

Section: Attrition Ratesmentioning

confidence: 99%

“…The literature indicates that successful students in distance education courses experience satisfactory faculty-student communication, have adequate time management skills, hold realistic expectations about the course(s), and experience satisfactory levels of instruction (Chyung et al, 1998;Cooper, 2000;Frew & Weber, 1995;Minich, 1996;Saba, 2000;Wilkinson & Sherman, 1989).…”

Section: Student Success In Distance Educationmentioning

confidence: 99%

“…Researchers found that the quality of instruction in distance education courses was a factor that affected persistence (Frew & Weber, 1995;Inman & Kerwin, 1999;Wilkes & Burnham, 1991;York et al, 1993). Studies have demonstrated that the quality of instruction is associated with promptness of materials received by the student, overall quality of the course as perceived by the student and the changing role of faculty teaching distance learning courses (Alexander, 1999;Carr, 2000;Frew & Weber, 1995;Inman & Kerwin, 1999;Leasure et al, 2000;Wilkes & Burnham, 1991;York et al, 1993). The distance faculty member assumes a different role as compared to faculty of traditional courses because the course is no longer "teacher-centered", but "student-centered".…”

Section: Student Success In Distance Educationmentioning

confidence: 99%

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Predictors of student success in distance education courses

Shepperd

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This study investigated the relationship between faculty-student communication, student time management, student expectations, and quality of instruction and the level of student success in distance courses. The population of the study consisted of undergraduate students enrolled in Independent Study courses at Mountain State University (N=1007) during the summer and fall 2001 terms. The sample consisted of 500 students randomly selected from the population. Participants completed the Distance Education Satisfaction Survey developed by the researcher. Data analyses indicated that statistically significant differences existed within faculty-student communication, student time management, student expectations and quality of instruction based on the level of student success. Ancillary findings indicated that statistically significant differences existed within the turnaround time for grades, time management skills, ability to balance multiple roles, pacing ability, beginning course early, amount of work, self-directed nature, quality of work, course quality, and instructor support and guidance based upon the level of student success. iii DEDICATION This work is dedicated with love to my husband, Jack, and my daughter, Rachel. Without their unconditional love and support, this document would have not been possible. iv ACKNOWLEDGEMENTS I would like to express my deepest gratitude to several people who have greatly impacted my journey through this program and most importantly, the completion of the dissertation phase.

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“…On paper, distance education looks like the perfect fit for adult students who are often juggling work and family responsibilities while trying to earn their college degree or take courses to advance their professional careers. Yet despite its accessibility and flexibility, the majority of adult learners are not succeeding online and the reasons for noncompletion are multifaceted and still have not been fully explored (Chyung, 2001;Frew & Weber, 1995;Hart, 2012;Morgan & Tam, 1999;Park & Choi, 2009).…”

Section: Introductionmentioning

confidence: 99%

Going the distance : why students' stories may hold the key to creating more effective online courses for adult learners

Lyng¹

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Online education and the number of adult students seeking a college degree have both skyrocketed in recent years. Also known as nontraditional learners, many of these students are turning to distance learning because of how accessible, affordable, and flexible it is. Yet despite being an attractive option, they are not succeeding online with attrition rates significantly higher in distance courses than face-to-face classes. The purpose of this narrative study was to listen to adult learners' stories about their educational experiences, both past and present, to gain a better understanding of how these experiences have shaped the way they approached their distance coursework. Using the theoretical framework of andragogy the following question was posed: What are the lived experiences of working adults who have taken online courses in pursuit of their associate's or bachelor's degree after time away from formal education? Findings from this study show that adult students are goal-oriented, problem-centered, and proactive learners and that they gravitate toward distance learning because it is flexible and accessible. Many are going back to school for career advancement or to expand job prospects. Participants in this study had a much more positive experience in their distance classes than they had in their early education because they had chosen to go back to school, had more control over their learning, and were more confident in their abilities. Some of the same challenges they had in K-12 still existed, but they were able to handle them better. This research confirms that nontraditional learners possess unique characteristics and approaches to learning that educators should consider when designing distance classes for them.

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Towards a higher retention rate among distance learners

Cited by 5 publications

References 0 publications

Tool use in open learning environments: In search of learner-related determinants

Tool use in open learning environments: In search of learner-related determinants

Predictors of student success in distance education courses

Going the distance : why students' stories may hold the key to creating more effective online courses for adult learners

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