Descriptive summary of 1995-96 beginning postsecondary students: Six years later: Statistical analysis report

Berkner, Lutz; He, Shirley; Cataldi, Emily Forrest

doi:10.1037/e433302005-001

Cited by 34 publications

(11 citation statements)

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“…In this sense, they represent a nontraditional, adult student population with several risk factors that suggest that they may have some difficulty completing their degree program (Berkner, Cuccaro-Alamin, and McCormick, 1996). This matches with other data that show that distance-education students tend to drop out of their courses at greater rates than on-campus students (Phipps and Merisotis, 1999).…”

Section: Students In the Virtual Classroomsupporting

confidence: 83%

Diversity Within the Virtual Classroom

Kinser

2003

New Drctns for Instit Rsrch

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In 1996, Kenneth Ashworth wrote an essay in the Chronicle of Higher Education that concluded that a "virtual university. . . . seems likely to produce only virtual learning" (p. A88). His commentary, spurred by the founding of the first well-publicized virtual university, Western Governors University (WGU), projected the demise of higher education if such institutions gained credibility. Ashworth worried, as did many other observers of higher education at the time, that on-line virtual universities were going to bypass traditional colleges and universities and create an alternative institution for the awarding of credentials, diminishing the quality and substance inherent in the campus-based model. Technology could be helpful, he conceded, but only "around the edges, not as a complete substitute" for faceto-face exchanges in the classroom environment.Today, just seven years later, we are awash in distance education, but Ashworth's predictions do not hold water. His feared future has failed to materialize but not simply because WGU failed to become the model for the virtual universities of the future (Kinser, 2002). Rather, traditional colleges and universities began creating virtual classrooms themselves, plunging headlong into distance learning at a rate that would leave the pioneering WGU far behind. The result is that distance education has become commonplace among colleges and universities, public and private, four-year and two-year (Bradburn, 2002). Far from occurring outside the control of traditional degree-granting institutions of higher education, distance education is well within their sphere of influence (Horn, Peter, and Rooney, 2002). It is hard to rationalize keeping technology on the periphery when its use in teaching and learning has become a key reality of the modern university.

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Section: Students In the Virtual Classroomsupporting

confidence: 83%

Diversity Within the Virtual Classroom

Kinser

2003

New Drctns for Instit Rsrch

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“…The studies by Horn et al . (2005), Berkner et al . (2003) and Lamb (2001), however, suggest that deferring university actually adversely affects academic outcomes and later labour market outcomes.…”

Section: Literature Review On ‘Gap‐year’ Studentsmentioning

confidence: 99%

“…There is only a limited number of studies that compare the academic outcomes of students who take a gap‐year with those for students who do not (for Australia see Pearson, 1977; Linke et al ., 1985; Lamb, 2001; McMillan, 2005; and for the USA see Berkner et al ., 2003; Horn et al ., 2005). Moreover, the findings of these studies are mixed.…”

Section: Literature Review On ‘Gap‐year’ Studentsmentioning

confidence: 99%

“…1 1 Most overseas studies that profile the determinants of taking a year off between high school and university are from the USA (see Carroll, 1989; Berkner et al ., 1996, 2003; Horn & Carroll, 1998; Horn et al ., 2005). These studies examine both the determinants of taking time off while at university, known as a stopout, and delaying entry to university for a number of years. …”

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confidence: 99%

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The Characteristics of ‘Gap‐Year’ Students and Their Tertiary Academic Outcomes*

Birch

Miller

2007

Economic Record

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This study examines the determinants of taking a ‘gap‐year’ (the decision to take a year off study between completing high school and commencing university) and the subsequent impact of this decision on marks at university. It finds that the main factors influencing students’ decisions on university deferment are their previous academic achievements, age and location. Students who defer university are found to have higher marks than students who commence university directly after completing high school. This mark advantage is more pronounced among low‐performing students, particularly male students, who are in the lower‐half of the university marks distribution.

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“…have lasting negative consequences for many other students, suggesting that institutions may not be providing the supports and programs necessary to assist this growing population (Berkner, He, & Cataldi, 2002;Britt & Hirt, 1999;McCormick & Horn, 1996, Townsend, 2008. Most prior research has focused on the transfer experience by studying the students themselves.…”

mentioning

confidence: 99%