SỰ KIÊN TRÌ CỦA NGƯỜI HỌC TRONG HỌC TẬP TRỰC TUYẾN: TỔNG QUAN NGHIÊN CỨU
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Tóm tắt
The advantages of online learning have allowed learners to join courses that help them conveniently improve their knowledge and skills. One of the challenges facing online programs, however, is to retain students and address the issue of high dropout rates. This article reviews literature to determine factors influencing student persistence in online programs and explores solutions to reduce attrition rates. Ninety articles in peer-reviewed journals published between 2000 and 2022 were examined and included in the literature. The selection criteria consist of topic relevance, studies having empirical data and year of publication. Additional procedures involve searching databases, screening abstracts, analyzing full texts, and synthesizing. Factors contributing to student persistence in online learning include internal factors (i.e. motivation, satisfaction, and self-efficacy), external factors (i.e. financial aid, peer and family support), and student skills (i.e. time management and self-regulation skills). Several viable solutions are providing orientation programs, creating collaborative learning environments and enhancing faculty support. This critical review creates a foundation for further research on the issue of student retention in online programs.
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học tập trực tuyến, sự kiên trì, giữ chân người học, bỏ học
Tài liệu tham khảo
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Billings, D.M. (2000). A framework for assessing outcomes and practices in web-based courses in nursing. Journal of Nursing Education, 39, 60-67.
Blau, G., Drennan, R. B., Hochner, A., & Kapanjie, D. (2016). Perceived learning and timely graduation for business undergraduates taking an online or hybrid course. Journal of Education for Business, 91(6), 347-353. https://doi.org/10.1080/08832323.2016.1218319
Blau, G., Mittal, N., Schirmer, M., & Ozkan, B. (2017). Differences in business undergraduate perceptions by preferred classroom learning environment. Journal of Education for Business, 92(6), 280-287. https://doi.org/10.1080/08832323.2017.1365679
Boston, W. E., Ice, P., & Gibson, A. M. (2011). Comprehensive assessment of student retention in online learning environments. Online Journal of Distance Learning Administration, 14(1).
Brewer, S. A., & Yucedag-Ozcan, A. (2013). Educational persistence: Self-efficacy and topics in a college orientation course. Journal of College Student Retention: Research, Theory & Practice, 14(4), 451-465. https://doi.org/10.2190/CS.14.4.b
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Butler, J. (2010). 24/7 online learning: lessons learned. Techniques: Connecting Education and Careers, 85(6), 32-36.
Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), 39-41.
Chou, C. (2004). A model of learner-centred computer-mediated interaction for collaborative distance education. International Journal of E-Learning, 3(1), 11.
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Clay, M., Rowland, S. & Packard, A. (2008). Improving undergraduate online retention through gated advisement and redundant communication. Journal of College Student Retention, 10(1), 93-102.
Cochran, J. D., Campbell, S. M., Baker, H. M., & Leeds, E. M. (2014). The role of student characteristics in predicting retention in online courses. Research in Higher Education, 55(1), 27-48. https://doi.org/10.1007/s11162-013-9305-8
Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10.
Dow, M. (2008). Implications of social presence for online learning: A case study of MLS students. Journal of Education for Library and Information Science, 49(4), 238-239.
Dillon, C., & Greene, B. (2003). Learner differences in distance learning: Finding differences that matter. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 235-244). Mahwah, NJ: Lawrence Erlbaum Associates.
Dupin-Bryant, P. A. (2004). Pre-entry variables related to retention in online distance education [electronic version]. American Journal of Distance Education, 18(4), 199-206. https://doi.org/10.1207/s15389286ajde1804_2
Eliasquevici, M. K., Seruffo, M. C. da R., & Resque, S. N. F. (2017). Persistence in distance education: A study case using Bayesian network to understand retention. International Journal of Distance Education Technologies, 15(4), 61-78. https://doi.org/10.4018/IJDET.2017100104
Floyd, D. L., & Casey-Powell, D. (2004). New roles for student support services in distance learning. New Directions for Community Colleges, 128, 55-64. https://doi.org/10.1002/cc.175
Gaytan, J. (2015). Comparing faculty and student perceptions regarding factors that affect student retention in online education. American Journal of Distance Education, 29(1), 56-66. https://doi.org/10.1080/08923647.2015.994365
Gillett-Swan, J. (2017). The Challenges of Online Learning Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20-30.
Gomez, D. (2013). Leadership behavior and its impact on student success and retention in online graduate education. Academy of Educational Leadership Journal, 17(2), 13-37.
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