You are here:

The Cognitive Style of Field-Dependence as an Explanatory Construct in Distance Education Drop-Out
ARTICLE

Distance Education Volume 5, Number 2, ISSN 0158-7919

Abstract

Argues research investigating distance education drop-out problems hasn't been based on comprehensive theoretical models; suggests Spady, Tinto, and Boshier's theoretical models are relevant to such research, since they reflect importance of exploring aptitude-treatment interactions in investigating drop-out problems; and proposes that the "aptitude" of field-dependence is a promising research construct. (MBR)

Citation

Thompson, G. (1984). The Cognitive Style of Field-Dependence as an Explanatory Construct in Distance Education Drop-Out. Distance Education, 5(2), 286. Retrieved August 25, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.