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Attrition rate in a swine continuing...

Texas A&M University.

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Attrition rate in a swine continuing education course delivered asynchronously: Interrelationships among learner characteristics, instructional design, and technological comfort.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Attrition rate in a swine continuing education course delivered asynchronously: Interrelationships among learner characteristics, instructional design, and technological comfort./
Author:	Wickersham, Leah E.
Description:	185 p.
Notes:	Chairs: Kim E. Dooley; Glen C. Shinn.
Contained By:	Dissertation Abstracts International61-07A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=9980232
ISBN:	9780599862968

Attrition rate in a swine continuing education course delivered asynchronously: Interrelationships among learner characteristics, instructional design, and technological comfort.
Wickersham, Leah E.

Attrition rate in a swine continuing education course delivered asynchronously: Interrelationships among learner characteristics, instructional design, and technological comfort. - 185 p.

Chairs: Kim E. Dooley; Glen C. Shinn.

Thesis (Ph.D.)--Texas A&M University, 2000.

The purpose of this study was to determine, what learner characteristics, instructional design techniques, and technological comfort levels influenced attrition rates in an asynchronous learning environment.

ISBN: 9780599862968Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Attrition rate in a swine continuing education course delivered asynchronously: Interrelationships among learner characteristics, instructional design, and technological comfort.
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035 $a (UMI)AAI9980232
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100 1 $a Wickersham, Leah E. $3 1025913
245 1 0 $a Attrition rate in a swine continuing education course delivered asynchronously: Interrelationships among learner characteristics, instructional design, and technological comfort.
300 $a 185 p.
500 $a Chairs: Kim E. Dooley; Glen C. Shinn.
500 $a Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2557.
502 $a Thesis (Ph.D.)--Texas A&M University, 2000.
520 $a The purpose of this study was to determine, what learner characteristics, instructional design techniques, and technological comfort levels influenced attrition rates in an asynchronous learning environment.
520 $a After conducting a qualitative analysis of the data, the researcher was able to address the seven research questions posed in this study which dealt with four barriers thought to impact attrition rates. Situational and dispositional barriers are within the control of the learner such as lack of time, lack of a clear goal, time management, and attitude towards course content. Epistemological and institutional barriers are within the control of the institution and/or course designer and include quality and difficulty of course content, course availability, institutional procedures, and diversity of academic disciplines. The data suggested:
520 $a Situational and dispositional barriers contributed to the high attrition rate in this course. Busy schedules at work and home prevented learners from working on the course in a timely manner. The basic nature of the course content and the learners' attitude toward the content also played a role in the high attrition rate in the course.
520 $a The primary epistemological barrier found to influence attrition rate was the elementary level of the course content. While the researcher found sound instructional design techniques were used in the development of the course, the designers failed to take into consideration that more advanced producers might enroll in the course. No institutional barriers found to contribute to the non-completion of the course.
520 $a Completers and non-completers displayed little difference in technological ability; however, the researcher discovered differences in learner characteristics. Completers were found to be persistent. Even though they complained about the course content, they maintained a schedule to work on the course and ranked the course as middle to high priority. Non-completers tended to procrastinate and allowed other events to take precedence. They did not maintain a schedule to work on the course and they ranked the course as a low priority.
520 $a Suggestions for improvement to the course included: speeding up the pace, increasing difficulty level, incorporating learner interaction, advertising, shortening the length of time to complete, and adding additional reference material to the course content.
590 $a School code: 0803.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Agricultural. $3 1022852
690 $a 0516
690 $a 0517
710 2 $a Texas A&M University. $3 718977
773 0 $t Dissertation Abstracts International $g 61-07A.
790 $a 0803
790 1 0 $a Dooley, Kim E., $e advisor
790 1 0 $a Shinn, Glen C., $e advisor
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=9980232