Active Duty Military Learners and Distance Education: Factors of Persistence and Attrition

Volk, Fred; Floyd, Christopher G.; Shaler, Laurel; Ferguson, Lydia; Gavulic, Alyssa M.

doi:10.1080/08923647.2019.1708842

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…The rapid expansion of distance learning in higher education, particularly highlighted during the recent COVID-19 pandemic (Volk et al, 2020;Bettinger et al, 2017), underscores the need for alternative educational approaches during crises. Such disruptions can catalyze innovation and the adoption of distance learning as a contingency plan (Christensen et al, 2015).…”

Section: Motivation For the Studymentioning

confidence: 99%

Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership

Alarifi,

Song

2024

Humanit Soc Sci Commun

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This study is a comparative analysis of online distance learning and traditional in-person education at King Saud University in Saudi Arabia, with a focus on understanding how different educational modalities affect student achievement. The justification for this study lies in the rapid shift towards online learning, especially highlighted by the educational changes during the COVID-19 pandemic. By analyzing the final test scores of freshman students in five core courses over the 2020 (in-person) and 2021 (online) academic years, the research provides empirical insights into the efficacy of online versus traditional education. Initial observations suggested that students in online settings scored lower in most courses. However, after adjusting for variables like gender, class size, and admission scores using multiple linear regression, a more nuanced picture emerged. Three courses showed better performance in the 2021 online cohort, one favored the 2020 in-person group, and one was unaffected by the teaching format. The study emphasizes the crucial need for a nuanced, data-driven strategy in integrating online learning within higher education systems. It brings to light the fact that the success of educational methodologies is highly contingent on specific contextual factors. This finding advocates for educational administrators and policymakers to exercise careful and informed judgment when adopting online learning modalities. It encourages them to thoroughly evaluate how different subjects and instructional approaches might interact with online formats, considering the variable effects these might have on learning outcomes. This approach ensures that decisions about implementing online education are made with a comprehensive understanding of its diverse and context-specific impacts, aiming to optimize educational effectiveness and student success.

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Section: Motivation For the Studymentioning

confidence: 99%

Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership

Alarifi,

Song

2024

Humanit Soc Sci Commun

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“…College student-athlete (Nichols & Levy, 2009) Students with disabilities (Stewart et al, 2013) Employees of public organisations (Pereira et al, 2015) Military student populations (Volk et al, 2020) Medical professionals (Cheng, 2022) Minority or vulnerable learners at a community college (Edmunds et al, 2021)…”

Section: Learner Demographicsmentioning

confidence: 99%

Explaining persistence in online learning

DAI,

Ni,

Rappa

et al. 2023

APUBS

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Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review is conducted to synthesise the existing knowledge. This concise paper presents three fundamental findings derived from the review project, namely, mapping the current research landscape, exploring the motivations propelling researchers to investigate this phenomenon, and examining the theoretical models employed in literature to explain learners’ behaviours.

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“…Top quality DBA degrees have the potential to meet the needs of career and active-duty military personnel who receive funding for their educational advancement (Volk, et al, 2020), as well as police (Rogers & Frevel, 2018), fire fighters (Ditch, 2012), and K-12 educators (Redman, Weik & Redman, 2018) who are also beneficiaries of financial support for academic advancement from their employers. International faculty are also in need of attaining doctoral degrees from AACSB academic institutions and are a market that is growing.…”

Section: Meets the Needs Of A Broad Range Of Doctoral Candidatesmentioning

confidence: 99%

Why HBCUs Must Create World-Class Doctor of Business Administration (DBA) Programs

Caldwell¹,

Gasman

Rutledge

2023

BMR

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Historically Black Colleges and Universities (HBCUs) have provided opportunities for Black students to obtain an education together with people of common backgrounds and have done a great deal to prepare those students for success. This paper identifies why HBCUs must now raise the bar in offering world-class doctoral level educational opportunities that can exponentially improve the quality of business schools, better prepare business graduates, and increase the prestige of business programs at those institutions.

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Active Duty Military Learners and Distance Education: Factors of Persistence and Attrition

Cited by 6 publications

References 29 publications

Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership

Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership

Explaining persistence in online learning

Why HBCUs Must Create World-Class Doctor of Business Administration (DBA) Programs

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