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Measuring online learning approach and mentoring preferences of international doctorate students
ARTICLE

International Journal of Educational Research Volume 48, Number 4, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Online higher education professors may find their teaching approaches conflict with the learning preferences of their globally dispersed students, which can impede academic performance. In this empirical study of 254 international doctorate students (across 23 cultures), a model was developed to assess how learning expectations affected dissertation performance. Five indicators were validated from a survey and split sample: mentoring, rendering, interpreting, constructing, and schemata. Contemporary higher education performance-related factors and instruments were also discussed, namely: attrition, competence, motivation, supervision, discipline difference, learning style, and culture. Limited experimental control consisted of same university context and program. The hypotheses were tested using structural equation modeling; revealing three latent factors (method, supervision, and quality) explained 56% of the variance effect on candidate performance.

Citation

Strang, K.D. (2009). Measuring online learning approach and mentoring preferences of international doctorate students. International Journal of Educational Research, 48(4), 245-257. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2009.11.002

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