Factors Related to E-learner Dropout: Case Study of IUST Elearning Center

被引：22

作者：

Rostaminezhad, M. A. ^{[1
]}

Mozayani, N.

Norozi, D.

Iziy, M. ^{[1
]}

机构：

[1] ATU Univ, Tehran 1489684511, Iran

来源：

2ND WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCH | 2013年 / 83卷

关键词：

E-learner; Virtual University; Persistence; Motivation; self-regulation; Interaction; STUDENTS;

D O I：

10.1016/j.sbspro.2013.06.100

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Dropout rate between 20 to 80 percent has been reported in e-learning, so decreasing dropout rate is one of the major challenges of e-learning systems. The aim of this study is to identify the theories that explain the success rate of elearners. We used a quantitative content analysis by reviewing the findings of 24 major studies in this field. Findings revealed that motivational theories(f:13); self-regulated learning(f:6) and interaction(f:5) are the most important explanatory theories for elearner success. Results from 223 elearner at IUST elearning center showed that there are relationship between self-regulation and elearner dropout, in addition the results of t-test revealed that persistence elearner (M=3.50, SD=.66) had significantly high self-regulatory score than the dropout group (M=3.24, SD=.80), t=-2.54(221), p=.01. (C) 2013 The Authors. Published by Elsevier Ltd.

引用

页码：522 / 527

页数：6