Multivariate Examination, Adult Learner, Internal Elements, Educational Goals

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Area, J., Choi, H. L. (2009). Factors influencing adult learners’ decision to drop away or continue in online learning. Log of Educational Technology Culture, 12(4), 207-n/a. Retrieved by http://search.proquest.com/docview/1287038599?accountid=28844

On-line study is now increasingly popular with adult learners over the last 20 years. Despite the popularity of this learning mode, the dropout level is significant and thus of interest to institutions and agencies. The purpose of the analysis was to characterize the dropouts and determine the jobs played by simply individual verifications (i. e., age, male or female, and amount of education), exterior factors (i. e.., family members and/or company support) and internal elements (related to motivation). Understanding why adult learners drop-out is essential to planning applications designed to preserve students that help them total their educational goals.

Individuals:

The target human population for the study was nontraditional adult students enrolled in job-related online programs offered through a large Midwestern university (Park and Choi, 2009, g. 210). From your target population, a sample of 147 adult learners was selected. The individuals inside the sample experienced either accomplished or dropped out of 1 of three online classes offered between fall june 2006 and summer season 2007. Ninety-eight participants (66. 7%) were persistent students and forty-nine (33. 3%) were dropouts. There were a hundred and five females and 42 men in the analyze. Approximately 50 percent the participants (73, or perhaps 49. 7%) were in the 30 – 39 age bracket, with 32% over the age of fourty and 18. 4% between ages of 29 – 29. Over fifty percent the participants (53. 7%) had accomplished some college or university. High school participants comprised 36. 7% of the sample human population, while being unfaithful. 5% were college graduates, or higher. Twenty-one participants was enrolled in the first class, fifty-four in the second class, and seventy-two in the third class.

Type of Research: Was it a quantitative or a qualitative study? Or were the two types of data used? Please explain for what reason you think and so.

The analysts called this kind of a quantitative study because they accumulated numerical info. Items such as age, gender and many years of education accomplished are simple information and can conveniently be quantified. The analysts also asked participants to rank elements such as relevance of the program and support of as well as organizations; these items are very subjective and can not be quantified totally. Thus, the two quantitative and qualitative info were used in the study.

Hypothesis:

Participants’ decisions to complete an internet course or drop out will be related to elements that include inspiration and perceived relevance from the course; and external elements such as along with organizational support.

Procedure:

Participants were picked from a target inhabitants; they decided to participate in the research. After demographic data was tabulated, participants were asked to evaluate various statements on a five-point Likert scale, suggesting

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