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Demographic and experimental predict...

Lu, Lina.

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Demographic and experimental predictors of students' completion in distance education programs: A study of Chinese distance learning students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Demographic and experimental predictors of students' completion in distance education programs: A study of Chinese distance learning students./
作者:	Lu, Lina.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 8330.
Contained By:	Dissertation Abstracts International58-03A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9727169
ISBN:	9780591362015

Demographic and experimental predictors of students' completion in distance education programs: A study of Chinese distance learning students.
Lu, Lina.

Demographic and experimental predictors of students' completion in distance education programs: A study of Chinese distance learning students. - 211 p.

Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 8330.

Thesis (Ed.D.)--Portland State University, 1997.

The purpose of this study was to investigate the Chinese distance learning students' experiences in their distance education. The study addressed the following research questions: (a) What are the differences between completors and non-completors of distance learning in perceptions of distance education in the four areas (goal commitment, academic environment, social and work environment, and cost assessment)? (b) How are distance learners' experiences in the four areas of distance education related to their demographic characteristics? (c) Is distance learners' completion of programs affected by goal commitment, academic environment, social and work environment, and cost assessment? (d) Can distance learners' categories of completion vs. non-completion be discriminated by a set of ten demographic characteristics and by a combination of the demographic variables and the four experiential areas?

ISBN: 9780591362015Subjects--Topical Terms:

517670
Educational technology.

Demographic and experimental predictors of students' completion in distance education programs: A study of Chinese distance learning students.
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245 1 0 $a Demographic and experimental predictors of students' completion in distance education programs: A study of Chinese distance learning students.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 8330.
502 $a Thesis (Ed.D.)--Portland State University, 1997.
520 $a The purpose of this study was to investigate the Chinese distance learning students' experiences in their distance education. The study addressed the following research questions: (a) What are the differences between completors and non-completors of distance learning in perceptions of distance education in the four areas (goal commitment, academic environment, social and work environment, and cost assessment)? (b) How are distance learners' experiences in the four areas of distance education related to their demographic characteristics? (c) Is distance learners' completion of programs affected by goal commitment, academic environment, social and work environment, and cost assessment? (d) Can distance learners' categories of completion vs. non-completion be discriminated by a set of ten demographic characteristics and by a combination of the demographic variables and the four experiential areas?
520 $a Three hundred forty-two Chinese distance learners participated in the study, among whom 223 were completors and 119 were non-completors. Chinese Distance Learning Students' Experiences Survey Questionnaire, an instrument developed by the researcher, was used to collect data.
520 $a Data were analyzed using such statistical tests as ANOVA, t-test, and discriminant function analysis. The major findings of this study included: (a) Distance learning completors had more positive experiences in the four areas of distance education than non-completors. Both learning groups rated the academic environment area lower than the other three areas. (b) Distance learning students' experiences in the four areas varies in relation to their demographic characteristics. (c) Distance learners' persistence in or withdrawal from programs was associated with their experiences in the four areas of distance education. (d) Distance learners' status could be predicted with 85% accuracy on the participants' responses to a set of demographic characteristics, with the work load variable contributing most to the predictive function. If the four experiential areas were combined with the demographic variables, a higher predictive accuracy could be obtained, with five heavily weighted variables in the predictive function, including academic, social, cost assessment, work load, and goal variables.
520 $a Implications related to the findings were provided for distance educators, program planners, policy makers, as well as distance learners' families and employers in terms of encouraging distance learners to complete their distance education.
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