Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools

Hannum, Wallace H.; Irvin, Matthew J.; Lei, Pui Wa; Farmer, Thomas W.

doi:10.1080/01587910802395763

Cited by 67 publications

(55 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Institutional leaders need to take a more "student-centered" approach, one that listens to what current students say they need. Previous research which has adopted student-centered approaches towards learning has found favourable outcomes (e.g., Gibson, 2011;Hannum, Irvin, Lei & Farmer, 2008). Leaders must also recognise the different cultures that a more diverse student population encapsulates and respond appropriately to students from these cultural backgrounds.…”

Section: Implementation/recommendationsmentioning

confidence: 99%

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Marr¹,

Nicoll²,

Treuer³

et al. 2013

HES

View full text Add to dashboard Cite

In 2010 the Australian government provided funding under the Higher Education Participation and Partnerships Program (HEPPP) to assist universities to achieve a 20 percent participation rate for students from lower socioeconomic backgrounds. This funding has allowed universities the opportunity to implement projects towards this end. This study explores the reactions of staff employed in devolving HEPPP projects within Deakin University (DU) and Southern Cross University (SCU). Both universities have a diverse student body, with participation by regional and low socioeconomic status (SES) students at higher proportions than the national higher education average. DU has used its HEPPP funds to establish the Deakin University Participation and Partnerships Program (DUPPP), which comprises community, school and technical/vocational education and training partnerships, embedded academic skills programs, and inclusive support programs. In contrast, SCU, through its i-OnTrack project, is developing a tracking system that will follow cohorts of students coming from diverse backgrounds in order to identify those factors in their life that either impede or boost academic excellence. Key informant interviews of academic staff at both these universities (N=18) were thematically analyzed and compared. Our recommendations for institutional practice across Australia arising from this analysis include: the need to maintain appropriate resourcing for academic staff (especially for casual tutors) to support the kinds of programs that make a difference, to commence intervention programs early at secondary school and prior to the students entering university, and for intervention programs to target all students in order to capture any students who may not be obviously at risk.

show abstract

Section: Implementation/recommendationsmentioning

confidence: 99%

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Marr¹,

Nicoll²,

Treuer³

et al. 2013

HES

View full text Add to dashboard Cite

show abstract

“…Although current research suggested that distance education in the form of on-line or e-learning formats was as at least as effective (and increasingly more effective than) traditional classes in terms of meeting learning outcomes, it also suggested that many students often fail to complete online courses (Hannum, et al, 2008). Clayton (2002) and Pall off and Pratt (200 1) suggested that this rate of attrition could be reduced by creating effective online classroom communities that promoted interactivity, offered appropriate support and feedback, and provided relevant, reflective learning opportunities that promoted a sense of connectivity, rapport, and mutual engagement.…”

Section: Thee-learning Fieldmentioning

confidence: 99%

“…In the United States, approximately 20% of high school students were reported to have taken elearning courses (Hannum, et al , 2008), and a majority of states reported significant rates of growth in the past decade in enrollment in their on-line education offerings to secondary school students. A 2002-2003 US Department of Education study distributed a questionnaire to a representative sample of 2305 public schools in 50 states to determine national data on distance education in public K-12 schools, with interesting findings.…”

Section: Thee-learning Fieldmentioning

confidence: 99%

“…Their books, based on their extensive research studies, offered thorough background information about the field of e-learning, its advantages, and numerous practical models and ideas for online course development. Given A common theme throughout the work of these researchers described the extent to which the use of distance education through technology has increased dramatically in recent years (Hannum, et al, 2008;Mupinga, 2008;Pall off & Pratt, 2001;Selwyn, et al, 2001 ). The proliferation of personal computers and ready access to the Internet has precipitated profound and far-reaching changes in society, and by extension, education.…”

Section: Thee-learning Fieldmentioning

confidence: 99%

“…Hannum, Irvin, Lei and Farmer (2008) researched the effectiveness of training on-site facilitators in secondary schools to follow learner-centred principles to support distance education students. This study was conducted in rural American schools, using a cluster-randomized selection process of 36 matched pairs of schools and 246 students.…”

Section: Thee-learning Fieldmentioning

confidence: 99%

See 2 more Smart Citations

The development of English 12 First Peoples as an online distance education course

Thorburn¹

View full text Add to dashboard Cite

This autoethnographic study documented the development of the online version of English 12 First Peoples and investigated which of the course qualities needed to be developed and nurtured differently in an online format. Data were collected through a reflective journal maintained throughout the course development process and analyzed by examining themes which emerged. The main themes involved e-leaming as an emergent field in education today, the advantages of e-leaming, and strategies for building community in a virtual classroom. Subsequent themes which emerged were organizational considerations for online course development and the challenges of time and technology. The research determined that important course qualities such as the provision of reflective and experiential learning opportunities and respectful interactions could be developed in an online secondary school classroom if deliberate attention were paid to using technology effectively to build community. II Ill

show abstract

The Case for K‐12 Online Learning

Borup¹,

Kennedy²

2017

The Wiley Handbook of School Choice

View full text Add to dashboard Cite

Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools

Cited by 67 publications

References 23 publications

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

The development of English 12 First Peoples as an online distance education course

The Case for K‐12 Online Learning

Contact Info

Product

Resources

About