Discriminating Factors between Completers of and Dropouts from Online Learning Courses

Autor/inn/en	Lee, Youngju; Choi, Jaeho; Kim, Taehyun
Titel	Discriminating Factors between Completers of and Dropouts from Online Learning Courses
Quelle	In: British Journal of Educational Technology, 44 (2013) 2, S.328-337 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01306.x
Schlagwörter	Locus of Control; Online Courses; Dropouts; Self Efficacy; Time Management; Educational Environment; Metacognition; Self Control; Adult Students; Online Surveys; Student Attitudes; Educational Attainment; Nontraditional Students; Foreign Countries; Student Surveys; Interpersonal Relationship; Questionnaires; Statistical Analysis; Academic Achievement; Distance Education; South Korea + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Self-efficacy; Selbstwirksamkeit; Zeitmanagement; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Bildungsabschluss; Bildungsgut; Ausland; Schülerbefragung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fragebogen; Statistische Analyse; Schulleistung; Distance study; Distance learning; Fernunterricht; Korea; Republik
Abstract	This study examined the differences between persistent and dropout students enrolled in an online course with five factors: support from family and work, academic locus of control, academic self-efficacy, time and environment management skills, and metacognitive self-regulation skills. Moreover, this study investigated the most significant factors discriminating students' success in their online course completion. A total of 169 adult students participated in the study. We used online surveys, which consisted of 27 items adopted from the literature, to measure the level of five factors of which students perceive. The analysis showed persistent students had higher levels of academic locus of control and metacognitive self-regulation skills than dropout students. Our finding suggests that these factors are the most significant factors influencing students' persistence in an online course. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10