The Changing Importance of Factors Influencing Students’ Choice of Study Mode

被引：15

作者：

Bailey M. ^{[1
]}

Ifenthaler D. ^{[2
]}

Gosper M. ^{[1
]}

Kretzschmar M. ^{[1
]}

Ware C. ^{[1
]}

机构：

[1] Macquarie University, Sydney

[2] Curtin University, Perth

来源：

Technology, Knowledge and Learning | 2015年 / 20卷 / 02期

关键词：

Australia; Educational pathways; Higher education; Humanities students; Open education; Study mode;

D O I：

10.1007/s10758-015-9253-9

中图分类号：

学科分类号：

摘要：

Despite the expansion of online and blended learning, as well as open education, until relatively recently little research has been undertaken on what motivates students to enrol in particular study modes at university level. This project contributes to recent scholarship in the field by exploring the reasons why humanities students choose to study through specific modes. The research was conducted between October 2013 and March 2014 administering three waves of data collection to over 700 students who were enrolled in humanities units being offered simultaneously through three different modes: on-campus, distance, and open and online. The findings suggest that students choose different enrolment modes based on factors such as personal, learning support, environment, advice and marketing, teaching and learning as well as logistics. However, the importance students ascribe to particular factors changes during their educational experience. This study found significant differences in the importance of factors between initial and subsequent choices of enrolment mode, suggesting that the ‘lived’ experience of students at university influences their perception of which factors are important. © 2015, Springer Science+Business Media Dordrecht.

引用

页码：169 / 184

页数：15

共 50 条

[1]

Allen I.E., Seaman J., Growing by degrees: Online education in the United States, (2006)

[2]

Anderson T., Getting the mix right again: An updated and theoretical rationale for interaction, The International Review of Research in Open and Distance Learning and Instruction, 4, 2, (2003)

[3]

Artino A.R., Online or face-to-face learning? Exploring the personal factors that predict students’ choice of institutional format, Internet and Higher Education, 13, 4, pp. 272-276, (2010)

[4]

Aspden L., Helm P., Making the connection in a blended learning environment, Educational Media International, 41, 3, pp. 245-252, (2004)

[5]

Bates A.W., Technology, e-Learning and distance education, (2005)

[6]

Booth A., Listening to students: Experiences and expectations in the transition to a history degree, Studies in Higher Education, 22, 2, pp. 205-220, (1997)

[7]

Bornholt L., Gientzotis J., Cooney G., Understanding choice behaviours: Pathways from school to university with changing aspirations and opportunities, Social Psychology of Education, 7, 2, pp. 211-228, (2004)

[8]

(2008)

[9]

Braun T., making a choice: The perceptions and attitudes of online graduate students, Journal of Technology and Teacher Education, 16, 1, pp. 63-92, (2008)

[10]

Brown J.L.M., Online learning: A comparison of web-based and land-based courses, Quarterly Review of Distance Education, 13, 1, pp. 39-42, (2012)

← 1 2 3 4 5 →