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Two-year college students in interactive distance education classes: The relationship of learning strategies to persistence and performance
DISSERTATION

, University of Georgia, United States

University of Georgia . Awarded

Abstract

Distance education is often defined. in contrast to traditional classroom education as situations where the student and the instructor are separated by either time or place; however, this does not fully define the distance education that occurs in an interactive televised classroom. The Georgia Statewide Academic and Medical System (GSAMS) network allows students and instructors to see and interact in “real time” using compressed video transmitted over a dedicated telephone line. While researchers have documented that no significant difference exists in the cognitive outcomes of such a system, few studies have explored the study strategies which could predict student success.

This study explored the relationship between learning strategies and student academic achievement as evidenced by persistence (course completion) and performance (grades) in two-way interactive distance education courses. The instruments used in the study were a questionnaire developed by the researcher and the Learning and Study Strategies Inventory (LASSI). Completed records on 88.7% of the students enrolled in GSAMS classes at a large, urban, multi-campus, two-year institution comprised the data. Data were analyzed with descriptive statistics, correlation coefficients, and discriminant analysis using SPSS 7.5.

Results of the study indicated a strong correlation between grade point average and seven of the LASSI variables: motivation, time management, anxiety, concentration, test-taking, selecting main ideas, and attitude. Motivation was the most useful variable in predicting academic success, but no variable was significant in predicting course completion for this group of students.

At a time when distance education is being offered on an increasingly large scale to students with a wide range of learning skills, knowledge of the learning outcomes of these students, as well as knowledge of all variables that affect these outcomes, is significant. Knowing more about academic achievement in distance education will benefit those who plan, teach, and enroll in distance education classes. Implications and recommendations for course design, faculty usage, student orientation, advisement and early intervention are considered with suggestions for future research offered.

Citation

Clow, E.D. Two-year college students in interactive distance education classes: The relationship of learning strategies to persistence and performance. Ph.D. thesis, University of Georgia. Retrieved March 26, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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