Towards a Causal Model of Student Progress in Distance Education: Research in Hong Kong
American Journal of Distance Education Volume 5, Number 2, ISSN 0892-3647
Presents a quantitative study of the development of a theoretical model of drop-outs from distance education courses. Data collected by the Distance Education Student Progress (DESP) questionnaire from 1,060 students in Hong Kong investigated how students were able to integrate demands of their academic course with those of families, employers, and friends. (28 references) (LRW)
Kember, D. (1991). Towards a Causal Model of Student Progress in Distance Education: Research in Hong Kong. American Journal of Distance Education, 5(2), 3-15. Retrieved May 28, 2023 from https://www.learntechlib.org/p/145204/.
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.
Cited ByView References & Citations Map
Nudging, Not Shoving: Five effective strategies for motivation and success for online learners
Terence Cavanaugh & Nicholas Eastham, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 398–404
Creating a General Checklist for Graduate Distance Learning Students to Improve On-time Submissions in an Asynchronous Course
Terence Cavanaugh, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 195–201
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.