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The relationship of student attitude...

Friedman, Arthur Lewis.

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The relationship of student attitudes and asynchronous distance learning course completion in a community college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of student attitudes and asynchronous distance learning course completion in a community college./
作者:	Friedman, Arthur Lewis.
面頁冊數:	112 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2756.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3103054

The relationship of student attitudes and asynchronous distance learning course completion in a community college.
Friedman, Arthur Lewis.

The relationship of student attitudes and asynchronous distance learning course completion in a community college. - 112 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2756.

Thesis (Ed.D.)--Dowling College, 2003.

Distance learning programs do not fit every student's needs. High dropout rates are a problem that many academic institutions must face as they develop programs for students who cannot regularly attend campus classes. This study sought to determine if the student attitudes towards their personal responsibility, achievement motivation and self-efficacy could be used as a predictor of success in asynchronous, telecourse-based distance learning courses. Although the research of Bandura and others showed that self-efficacy can be a valuable discriminator of student success and Schlenker showed that a measure of personal responsibility could predict student persistence, this study found weak relationships between the attitude statements and the participant's successful completion of their courses of study.Subjects--Topical Terms:

1018008
Education, Community College.

The relationship of student attitudes and asynchronous distance learning course completion in a community college.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2756.
500 $a Adviser: Robert Manley.
502 $a Thesis (Ed.D.)--Dowling College, 2003.
520 $a Distance learning programs do not fit every student's needs. High dropout rates are a problem that many academic institutions must face as they develop programs for students who cannot regularly attend campus classes. This study sought to determine if the student attitudes towards their personal responsibility, achievement motivation and self-efficacy could be used as a predictor of success in asynchronous, telecourse-based distance learning courses. Although the research of Bandura and others showed that self-efficacy can be a valuable discriminator of student success and Schlenker showed that a measure of personal responsibility could predict student persistence, this study found weak relationships between the attitude statements and the participant's successful completion of their courses of study.
520 $a Questionnaires were distributed to 231 students who were enrolled in telecourse-based distance learning courses in the social sciences at a large, suburban community college during the fall 2001 semester. The participants in the study were 75 students who voluntarily returned the study instrument. The courses from which subjects were selected were consistent in the teaching/learning methodology employed, which included textbook readings, videotape viewing, written assignments, and an on-campus midterm and final examination. Course contact between student and instructor, with the exception of an initial attendance-optional orientation session, was student-generated. These contacts could be by telephone, email, or personal visit during appointments held at a mutually convenient time.
520 $a The responses of the participants on the attitude subscales were compared through a t-test. In addition, individual item analyses were conducted using chi-square to measure correlation. The responses to three statements accounted for up to 10% of the variance between the students who successfully completed the courses and those who failed to complete the courses. These statements were: "It is very important for me to complete a task if I have started on it," "I know how to use the library to get information for class assignments," and "I want to successfully complete my courses."
520 $a Areas for additional study are presented.
590 $a School code: 1395.
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