A theoretical framework proposed for understanding adult dropout in distance learning
A theoretical framework proposed for understanding adult dropout in distance learning
- 국민대학교 교육연구소
- 교육논총
- 제27집 제1호
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2008.02117 - 139 (23 pages)
- 60
This study reviewed dropout research regarding distance learning, particularly focusing on nontraditional students and examined what progress has been made since Garrison’s 1987 review. This study categorized factors identified from literature into student characteristics, student prior skills, external factors, and internal factors, all of which are based on Rovai’s persistence model(2003). Current status of dropout studies for adult learners in distance learning is discussed and future research directions are proposed.
ABSTRACT<BR>Problem Statement and Research Questions<BR>Literature Search and Review Procedures<BR>Theoretical Frameworks for Explaining Dropout<BR>Factors Related to Learner Dropout in Distance Learning Programs<BR>Learner Characteristics Prior to the Class<BR>Student Skills Prior to the Class<BR>External Factors<BR>Internal Factors<BR>The Revised Framework of Online Dropout<BR>Progress made in dropout studies since Garrison"s 1987 review<BR>Conclusion<BR>〈References〉<BR>
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