Characteristics of Adult Education Students and Factors Which Determine Course Completion: A Review

Sheets, Mary

doi:10.1002/nha3.10034

Cited by 13 publications

(30 citation statements)

References 18 publications

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“…Citing Tinto (1975), Keegan hypothesized that students who did not receive adequate reintegration measures such as electronic or telephone communication, would be less likely to experience complete academic and social integration into institutional life. Consequently, such students would be more likely to drop out (Sheets, 1992). Galusha (1998) noticed that "problems and barriers encountered by the student fall into several distinct categories; costs and motivators, feedback and teacher contact, student support and services, alienation and isolation, lack of experience, and training."…”

Section: Theoretical Framework Isolation In Distance Educationmentioning

confidence: 99%

Overcoming barriers of isolation in Distance Learning: Building a Collaborative Community in Learning

Mbukusa¹

2017

ASSRJ

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The rise in popularity of distance education programmes in a rural and remote Namibia poses challenges on students that are far removed from their colleagues, tutors and even their study materials. Interaction between the student and the study materials, tutors and peers are key challenges in open and distance learning. At the same time, sparsely populated areas of the country with less network coverage pose more challenges for web-based learning that could close up the gap. Using interviews, supported by this study engaged 5 groups of students (eight in each group) who have initiated collaborative groups while doing research studies at the Centre for External Studies, University of Namibia. The students are continuing with their educational endeavours through open and distance learning but who find themselves in areas that isolate them more from academic, administrative and logistics support. Their experiences of distance learning were investigated and three main themes emerged. These were academic and administrative challenges. Amongst many, the recommendations included: improving student-study materials contact, student-tutor contact and student-student contact (collaborative learning). Students do well when there is clear support from peers, tutors and the study materials that they interact with from day to day.

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Section: Theoretical Framework Isolation In Distance Educationmentioning

confidence: 99%

Overcoming barriers of isolation in Distance Learning: Building a Collaborative Community in Learning

Mbukusa¹

2017

ASSRJ

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“…Such a situation can lead to feelings of loneliness, low self-esteem, isolation, and low motivation to learn (Frymier, 1993). Students with low sense of community are also more likely to become dropouts (Sheets, 1992). Building and sustaining strong feelings of community can help reverse these negative course outcomes by increasing the flow of information among all learners, the availability of support, the commitment to group goals, the cooperation among members, and the satisfaction with academic efforts (Bruffee, 1993;Dede, 1996;Wellman, 1999).…”

mentioning

confidence: 95%

Sense of community in a higher education television-based distance education program

Rovai

Lucking

2003

ETR&D

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“…Social forces. The demographic profile of the workforce is changing (Sheets, 1992;Ullrich, 1998) and an enlightened and diversified population is a major driving force of change (Chidambaram & Zigurs, 2001). This has resulted in the need to adopt new instructional delivery systems (O'Malley & McCraw, 1999), to broaden access, and to improve skills and knowledge through training and higher education (Moore, 2000).…”

Section: Driving Forces Of Change In E-iearningmentioning

confidence: 99%

Employees' perceptions of barriers in e-Learning : the relationship among barriers, demographics, and e-Learning self-efficacy.

Mungania

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The purpose of this empirical study was to examine the types of e-Iearning barriers and to establish the nature of relationships among (a) barriers perceived by employee e-Iearners in the process of starting, continuing, and completing online training; (b) demographic variables; (c) background characteristics; and (d) e-Iearning self-efficacy. The population was comprised of employees (N = 4807; n = 865) who had participated in Web-based training delivered 100 percent online. Convenient samples of employees were drawn from seven organizations representing (a) IT Manufacturing, (b) Oil Exploration & Manufacturing, (c) Public School District, (d) Health Insurance, (e) Wholesale Distribution, (f) IT Consulting, and (g) US Military. The social cognitive learning theory's dimension of self-efficacy examined e-Iearners' Internet and computer self-efficacy. Schilke's (2001) conceptual framework on e-Iearning barriers and ideas from various critics of the technological study guided the present study. v The E-Iearning Barriers and Self-Efficacy (ELSE) survey was used to collect data from volunteer employees. This Web-based anonymous survey had 82 questions in three scales: (a) demographics and background characteristics; (b) Barriers in E-Iearning (BEL) scale (alpha = .9496) and one open-ended question; and (c) E-Iearning Self-Efficacy (ELSE) scale (alpha = .9487). The instrument was validated using subject matter experts and a pilot study. Response rates were 52.5% (pilot study) and 18% (main study). Data were analyzed using exploratory factor analysis, multiple regression, MANOVA, and Pearson correlation. Open coding was used for the open-ended responses. Seven categories of barriers (factors) emerged: (1) Dispositional, (2) learning style, (3) instructional, (4) organizational, (5) situational, (6) contentsuitability, and (7) technological barriers. The barriers means ranged from 1.29 to 3.00 on a 5-point scale (1 = weak and 5 = strongest barrier). Barrier ratings were weak on all categories. Personal barriers (M = 1.54) were the least common while situational barriers were the most prevalent (M = 2.81). The multidimensional nature of these barriers demands a systemic approach to reduce them. A MANOVA test indicated significant differences in barriers among the seven organizations.

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Characteristics of Adult Education Students and Factors Which Determine Course Completion: A Review

Cited by 13 publications

References 18 publications

Overcoming barriers of isolation in Distance Learning: Building a Collaborative Community in Learning

Overcoming barriers of isolation in Distance Learning: Building a Collaborative Community in Learning

Sense of community in a higher education television-based distance education program

Employees' perceptions of barriers in e-Learning : the relationship among barriers, demographics, and e-Learning self-efficacy.

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