Dropout in an Online Training for Trainee Teachers

Autor/inn/en	Stiller, Klaus D.; Bachmaier, Regine
Titel	Dropout in an Online Training for Trainee Teachers
Quelle	In: European Journal of Open, Distance and E-Learning, 20 (2017) 1, S.80-94 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Foreign Countries; Dropout Rate; Knowledge Level; Student Motivation; Teacher Education Programs; Online Courses; Educational Technology; Technology Uses in Education; Student Attitudes; Anxiety; Dropouts; Student Characteristics; Age Differences; Prior Learning; Skills; Questionnaires; Student Surveys; Student Interests; Computer Attitudes; Time Management; Preservice Teacher Education; Germany + Suchen Sie Ihr Suchwort? Ausland; Wissensbasis; Schulische Motivation; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Angst; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Age; Difference; Age difference; Altersunterschied; Vorkenntnisse; Skill; Fertigkeit; Fragebogen; Schülerbefragung; Studieninteresse; Zeitmanagement; Lehramtsstudiengang; Lehrerausbildung; Deutschland
Abstract	High dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment. (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01