TOWARD PREDICTORS OF SUCCESS IN ONLINE EDUCATION

被引：0

作者：

Woolridge, B. ^{[1
]}

Carter, L. ^{[1
]}

Hutchison, M. ^{[1
]}

机构：

[1] Virginia Commonwealth Univ, Richmond, VA 23284 USA

来源：

9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17) | 2017年

关键词：

Online education; e-learning; cognitive style; personality; distance learning;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In the last decade, online education has received more attention from both researchers and educators. Proponents highlight its convenience and reach, while detractors question its richness and effectiveness. In this study, we explore the impact of cognitive style, personality, socioeconomic status and first generation college attendance on success in an online class. We are particularly interested in the impact of e-learning on diverse types of students and learners. To assess the proposed research model, we will administer a survey to undergraduate students in a required online humanities course at a southeastern university in the United States. Our instrument includes the group embedded figures test, "Big Five" personality variables and pertinent demographic questions to assess the student's socio-economic status. We define success as a student obtaining a passing grade in the online course. Implications for research and practice will be discussed.

引用

页码：1331 / 1331

页数：1