Is Choice Important in Distance Learning? A Study of Student Motives for Taking Internet-Based Courses at the High School and Community College Levels
ARTICLE
M D. Roblyer
Journal of Research on Computing in Education Volume 32, Number 1, ISSN 0888-6504
Abstract
Examines factors that motivate community college and virtual high school students to choose online or traditional course formats. Findings indicate that, for students who chose distance learning, control over pace and timing of learning was more important; for students who chose face-to-face courses, interaction with instructor and students was paramount. (AEF)
Citation
Roblyer, M.D. (1999). Is Choice Important in Distance Learning? A Study of Student Motives for Taking Internet-Based Courses at the High School and Community College Levels. Journal of Research on Computing in Education, 32(1), 157-171. Retrieved June 29, 2022 from https://www.learntechlib.org/p/89784/.
This record was imported from
ERIC on April 18, 2013. [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-
Value-added in a Virtual Learning Environment: An Evaluation of a Virtual Charter School
Martin Lueken, Gary Ritter & Dennis Beck, University of Arkansas, United States
Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 305–335
-
The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
Richard Lynch & Myron Dembo
The International Review of Research in Open and Distributed Learning Vol. 5, No. 2 (Aug 01, 2004)
-
Toward a Learner-Oriented Community College Online Course Dropout Framework
Simon Liu, Joel Gomez, Badrul Khan & Cherng-Jyh Yen, George Washington University, United States
International Journal on E-Learning Vol. 6, No. 4 (October 2007) pp. 519–542
-
Online vs. Face to Face: Does Delivery Method Make a Difference in Achievement?
Joan E. Williams & Renée L. Cambiano, Northeastern State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 3230–3233
-
Racism in Cyberspace: Can We Ignore It?
Laura Sujo de Montes, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 636–639
-
Implementing Online Secondary Education: An Evaluation of a Virtual High School
Steven Mills, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 444–451
-
From Email to Virtual Reality: An Online Master's of Education in Educational Technology that Models Interaction
Laura Sujo de Montes & Michael J. Blocher, Northern Arizona Univ., United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2944–2946
-
Evaluating an Online Graduate Program: The Plan and the Process
Elizabeth Willis & Laura Sujo de Montes, Northern Arizona University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 351–353
-
Meeting Diverse Learning Styles in an Freshman Level IT Course
Nancy Sardone, Seton Hall University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1848–1851
-
Motivation of Students for Enrolling in Online Versus Traditional Courses
Stephen Jenkins & Elizabeth Downs, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2899–2901
-
Predictors of Success in Online Learning
Jeanne Butler & Vince Shrader, Western Governors University, United States; Richard Miller, University of Nebraska, Kearney, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1546–1549
-
A Comprehensive Formative Evaluation of an Online Master’s Program
Gary Tucker, Laura Sujo de Montes, Elizabeth Willis & Michael Blocher, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 910–912
-
Differential Characteristics of Students in On-Line vs. Traditional Courses
Elizabeth Downs & Stephen J. Jenkins, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 194–196
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.
