Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience

Autor/inn/en	Stiller, Klaus D.; Köster, Annamaria
Titel	Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience
Quelle	In: European Journal of Open, Distance and E-Learning, 19 (2016) 2, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Foreign Countries; Student Attrition; Advanced Courses; Online Courses; Vocational Education; Computer Literacy; Academic Aptitude; Computer Attitudes; Anxiety; Learning Experience; Cognitive Processes; Difficulty Level; Dropouts; Video Technology; Job Training; Employees; Small Businesses; Comparative Analysis; Questionnaires; Likert Scales; Negative Attitudes; Scores; Germany + Suchen Sie Ihr Suchwort? Ausland; Schülerbeurlaubung; Fortgeschrittenenunterricht; Online course; Online-Kurs; Ausbildung; Berufsbildung; Computerkenntnisse; Angst; Lernerfahrung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Berufsqualifizierender Bildungsgang; Employee; Arbeitnehmer; Beschäftigter; Kleingewerbe; Fragebogen; Likert-Skala; Negative Fixierung; Deutschland
Abstract	Online learning has gained importance in education over the last 20 years, but the well-known problem of high dropout rates still persists. According to the multi-dimensional learning tasks model, the cognitive (over)load of learners is essential to attrition when dealing with five challenges (e.g. technology, user interface) of an online training (Tyler-Smith, 2006). The experienced load might depend on learner characteristics. The study explored the extent that learners dropping out from a vocational video-based online training about media design for employees of micro, small and medium-sized enterprises differ from working learners' online learning experience, computer attitude, and computer anxiety. The data were collected from 72 of 128 registered employees who completed a questionnaire before starting the course to analyze differences between the dropout group (submitted no solutions to online training tasks; n = 19) and the active learner group (submitted at least one of 13 task solutions; n = 53). No differences were found in online learning experience, but the dropout group reported more negative attitudes towards computers and a higher level of computer anxiety than the active learner group. (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