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The impact of student progress facto...

Lint, Anna Hyonjoo.

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The impact of student progress factors on student persistence in e-learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of student progress factors on student persistence in e-learning./
作者:	Lint, Anna Hyonjoo.
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447654
ISBN:	9781124519210

The impact of student progress factors on student persistence in e-learning.
Lint, Anna Hyonjoo.

The impact of student progress factors on student persistence in e-learning. - 170 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ph.D.)--TUI University, 2011.

E-learning is an important higher education delivery system regardless of geographical location because e-learning provides a greater number of students' access and flexibility than traditional higher education institutions. Successful e-learning institutes reinforce and develop student competencies and motivation to achieve educational goals. The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. It also investigates whether these relationships are associated with student characteristics and learning styles in this study.

ISBN: 9781124519210Subjects--Topical Terms:

1018008
Education, Community College.

The impact of student progress factors on student persistence in e-learning.
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520 $a E-learning is an important higher education delivery system regardless of geographical location because e-learning provides a greater number of students' access and flexibility than traditional higher education institutions. Successful e-learning institutes reinforce and develop student competencies and motivation to achieve educational goals. The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. It also investigates whether these relationships are associated with student characteristics and learning styles in this study.
520 $a The explanatory and correlational online survey in this study explored the relationships among variables. The population of the sample was 169 non-randomly selected students at a public community college in Maryland, that is offering online, traditional, and hybrid degree programs. Logistic regression and multiple regression analysis were utilized to analyze the survey data. The Distance Education Student Progress (DESP) inventory and subsets of the Student Online Academic Persistence (SOAP) scale provided a systematic way to evaluate the study variables.
520 $a The findings of this study consistently indicated that negative external attribution was a significant factor for student persistence. Simultaneously, individual student GPA and academic integration were highly correlated to student persistence. The findings of this study convey valuable implications in the current phenomena of the e-learning environment regarding student persistence. Decreasing external attribution and encouraging higher GPA by increasing the academic integration help students continue to pursue their educational goal. The scope of this study was to investigate the relationships between individual perceptions and persistence, the result of the study may not be generalized to other e-learning students in other locations or having other values for their education. Yet the findings of the study reflected student insights for student persistence. These limitations offer opportunities for future research in a variety of campus contexts. Additionally, it may be a guideline and a reference for the leadership of e-learning institutions.
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