Success Factors Among Community College Students in an Online Learning Environment

כריכה קדמית
Universal-Publishers, 16 באוג׳ 2000 - 237 עמודים
0 ביקורות
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
 

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תוכן

Washington Community and Technical Colleges Versus TwoYear College
1
Review of the Literature
20
Nationwide
81
Online vs Other Distance Learning Student Characteristics Winter 1999
82
WAOL Course Completion Rates Fall 1998
85
Methodology
103
Results
117
Age Distribution Among WAOL Students
119
Summated Rating Scale 5 Items
132
Results of the Student Opinion Poll Administration to WAOL Students Satisfaction Items
134
Completers Noncompleters n139
136
GPA Satisfaction
139
Studentinstructor Interaction Student Success
140
Interaction Among Students Satisfaction
141
Gender SDLRS Scores
142
Age SDLRS Scores
143

Ethnicity Distribution Among WAOL Students
120
Family Status of WAOL Students
121
Purpose WAOL Students Are Attending a Community College
122
First Time WAOL Students
123
Number of WAOL Courses Per Student Fall Quarter 1999
124
Most Significant Advantage of Online Learning
125
Greatest Challenge in Taking an Online Course
126
Reason for Choosing a WAOL Class
127
Results of the SelfDirected Learning Readiness Scale Administration to WAOL Students
129
Rotated Component Matrix
130
ItemTotal Statistics 9 Items
131
Prior Education SDLRS Scores
144
Conclusions Implications Recommendations and Summary
152
Response Data for the SelfDirected Learning Readiness Scale
158
Student Success Factors
168
B Institutional Review Board Submission
172
E SelfDirected Learning Readiness Scale Results
175
Student Opinion Poll Results
179
J Reliability Analysis of the SOP
181
Demographic Characteristics
182
זכויות יוצרים

מונחים וביטויים נפוצים

קטעים בולטים

עמוד 200 - Saba. F., & Shearer, RL (1994). Verifying Key Theoretical Concepts in a Dynamic Model of Distance Learning.
עמוד 188 - Fulford, CP, & Zhang, S. (1993). Perceptions of interaction: The critical predictor in distance education.
עמוד 192 - WC & Miles, EW (1995). A quasi-experimental assessment of the effect of computerizing noncognitive paper-and-pencil measurements: A lest of measurement equivalence.
עמוד 202 - Wagner, ED (1994). In support of a functional definition of interaction.
עמוד 202 - Vrasidas, C., & Mclsaac, MS (1999). Factors influencing interaction in an online course. The American Journal of Distance Education, 13(3), 22-36.

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