Distance Education from the Learner's Perspective: The Results of Individual Learner Tracking at Athabasca University. REDEAL Research Report #10. Project REDEAL. Research and Evaluation of Distance Education for the Adult Learner.

Autor/inn/en	Coldeway, Dan O.; und weitere
Institution	Athabasca Univ., Edmonton (Alberta).
Titel	Distance Education from the Learner's Perspective: The Results of Individual Learner Tracking at Athabasca University. REDEAL Research Report #10. Project REDEAL. Research and Evaluation of Distance Education for the Adult Learner.
Quelle	(1980), (52 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Persistence; Adult Education; Adult Students; Distance Education; Dropouts; Educational Research; Foreign Countries; Higher Education; Student Attitudes; Student Motivation; Student Participation; Tutors; Withdrawal (Education); Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Distance study; Distance learning; Fernunterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Förderlehrer; Lehrender; Tutor; Kursabbruch; Kanada
Abstract	In an effort to form baseline data and information on the activity of learners participating in courses offered by Athabasca University, an individual learner tracking study was initiated. A random selection of 38 learners submitted weekly forms indicating their level of activity in courses, their motivational level, and the amount of contact they had with the institution during the week. All volunteer learners received a packet of weekly forms and instructions, were contacted by the REDEAL (Research and Evaluation of Distance Education for the Adult Learner) staff, and completed a questionnaire. Results indicated that course completers studied more hours and were more highly motivated than non-completers. Motivation rating dropped for both completers and non-completers as the course progressed but showed increases both during the examination process and when contact with tutors was made. Conclusions were that tutor contact with learners is very infrequent, a relationship exists between learner motivation and involvement with Athabasca University, many learners have difficulty developing the routine and self-control necessary for completing courses, and the delivery system does not allow for flexibility to suit the tremendous heterogeneity of the learner population. (Appendixes include sample comments from forms and a sample form.) (Author/YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC