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Differences in personal characteristics, family and organizational supports, and learner satisfaction between dropouts and persistent learners of online program
PROCEEDINGS

, Kookmin University, Korea (South) ; , Hong-ik University, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

High dropout rate in online learning has been of concern to many higher education institutions and organizations. This study aimed to determine whether persistent learners and dropouts are different in individual characteristics, family and organization support, and learner satisfaction with the course. Data were collected from 48 learners who had dropped out of or finished online courses offered from a large midwestern university. Dropouts and persistent learners showed differences in perceptions of family/organizational support and learner satisfaction. In addition, the model including educational level, family support, organizational support, and satisfaction was able to sufficiently predict learners' decision to drop out of online courses. The results imply that lower dropout rate can be achieved if online program developers or instructors consider learners' educational level and find ways to enhance learner satisfaction and if they are supported by their organizations.

Citation

Park, J.H. & Choi, H.J. (2007). Differences in personal characteristics, family and organizational supports, and learner satisfaction between dropouts and persistent learners of online program. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6444-6450). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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