Literaturnachweis - Detailanzeige
| Autor/inn/en | Coldeway, Dan O.; und weitere |
|---|---|
| Institution | Athabasca Univ., Edmonton (Alberta). |
| Titel | Factors Effecting Learner Motivation in Distance Education: The Interaction between Learner Attributes and Learner Course Performance. REDEAL Research Report #9. Project REDEAL Research and Evaluation of Distance Education for the Adult Learner. |
| Quelle | (1980), (42 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Academic Persistence; Adult Students; Aptitude Treatment Interaction; Distance Education; Postsecondary Education; Student Attitudes; Student Behavior; Student Characteristics; Student Educational Objectives; Student Interests; Student Motivation; Student Needs |
| Abstract | The interaction between learner attributes and instructional treatments has attracted considerable interest in the educational literature. This investigation attempted to capitalize upon the learner-attribute-by-learner-performance interaction concept in exploring the factors that have an impact upon learner motivation in distance education. Four courses being delivered at Athabasca University were selected and the student information system used to provide data on individual learner performance and learner attributes. Data were collected and analyzed in relationship to 19 hypotheses relating learner attributes to learner performance. A discussion of the results relevant to each hypothesis is presented along with a general discussion of the importance of this type of analysis for the development of distance education. (Author/KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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