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Student Support Services and Success Factors for Adult On-Line Learners

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Annual Conference of the International Society for Exploring Teaching Alternatives,


A study examined a variety of student support services and four areas for student success from the viewpoint of World Wide Web-based learners in the University of Central Florida College of Education, Vocational Education area. A two-part on-line survey form was included in the exam files for adult learners in four Web-based courses during spring term 1998. A total of 48 adult learners, representing learners across the state in a variety of vocational education careers from nursing to bricklaying, responded. The average age of respondents was 43 years old, with an average of 1.7 dependent children at home; 65 percent were married, and 86 percent had full time jobs. The overall ratings for the student support services were very high, with only 10 percent of the respondents giving poor ratings for the entire array of student support services, and 90 percent of the respondents giving average or above-average overall ratings. The most common theme in terms of students' perceptions of success factors were budgeting time, being self-motivated, and having supportive friends and family. Mentoring students and encouraging them, especially those new to Web-based learning, seemed to be the most effective and appreciated aspect of instructional support. Suggestions for improvement included better instructions during face-to-face orientation on steps for logging into Web course sites, an improved process for obtaining student identification cards, and specific hands-on training during orientation for using Web LUIS and other Internet search engines. Appendices include a copy of the survey, a breakdown of the results, and an excerpt from Forums for Vocational Education Teacher Training Web courses. (Contains 12 references.) (KC)


Greer, L.B., Hudson, L. & Paugh, R. (1998). Student Support Services and Success Factors for Adult On-Line Learners. Presented at Annual Conference of the International Society for Exploring Teaching Alternatives 1998. Retrieved June 30, 2022 from .

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