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dc.contributor.authorHobson, Tiffaney D
dc.contributor.authorPuruhito, Krista Kay
dc.date.accessioned2019-09-23T14:30:39Z
dc.date.available2019-09-23T14:30:39Z
dc.date.created2019-08-14 23:38
dc.date.issued2019-01-25
dc.identifieroai:ojs.ec2-52-6-73-98.compute-1.amazonaws.com:article/1516
dc.identifierhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/1516
dc.identifier10.24059/olj.v22i4.1516
dc.identifier.urihttp://hdl.handle.net/20.500.12424/72242
dc.description.abstractThis study was designed to better understand what drives the learning and performance of students enrolled in distance-learning courses.  Between 1999 and 2008, the number of students enrolled in at least one online course increased from 10% to 24% (NCES, 2014).   In 2015, the number of  students enrolled in at least one distance-learning course approached 6 million, with close to half of those students enrolled in programs that are exclusively online (NCES, 2018; Allen & Seaman, 2017). This enrollment growth, however, is coupled with an alarmingly high attrition rate - a rate as high as 50% greater than campus-offered programs (Willging & Johnson, 2009). As GPA and course performance have been linked to distance-learning persistence and retention, we found it imperative to explore differences in motivational orientations as they relate to passing and failing status for an individual course. To do so, we surveyed distance learning students and identified correlations between motivational constructs such as instrumentality, self-efficacy, connectedness, use of knowledge building strategies, and final course performance.  Differences related to gender and major/non-major status are also reviewed and discussed. These findings offer insights into next steps for research, but also inform teaching practice.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherThe Online Learning Consortium
dc.relation.ispartofhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/1516/432
dc.rightsCopyright (c) 2018 Tiffaney D Hobson, Krista Kay Puruhito
dc.sourceOnline Learning; Vol 22, No 4 (2018)
dc.titleGoing the Distance - Online Course Performance and Motivation of Distance-Learning Students
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode2472-5730
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16299588
ge.identifier.permalinkhttps://www.globethics.net/gel/16299588
ge.lastmodificationdate2019-08-14 23:38
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid148962
ge.oai.repositoryid98409
ge.oai.setnameSpecial Conference Issue: AERA Online Teaching and Learning SIG
ge.oai.setspecolj:SI+AOLT+%26+SIG+Conf
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/1516


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