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Record identifier : 569194
Personal Name - Primary Intelectual Responsibility : Meyerhoeffer, Tracey J
Title and statement of responsibility : Staying the course: An investigation of undergraduate completion of online education [Thesis]
Publication, Distribution,Etc. : University of Idaho, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of Idaho
Summary or Abstract : This study explored undergraduate student perceptions regarding successful completion of online general education courses. Specific influences that were examined included: course design, student designation (non-traditional/traditional), instructor teaching strategies, and gender. Guided by the qualitative research traditions of phenomenology and symbolic interactionism, in-depth interviews were conducted with eight undergraduate students taking online general education courses at a comprehensive community college located in a rural state. Interview data was gathered, analyzed, and presented as individual portraits of each study participant. Participants offered views concerning the influence course design and instructor teaching strategies had on their completion of online general education courses. Additionally, they described intrinsic elements, such as individual drive and motivation, which affected their completion of online general education courses. In sum, this study revealed differences between male/female and non-traditional/traditional perceptions toward completion of online general education courses. Furthermore, several course design features and instructional strategies that undergraduate students preferred were found, but study participants did not perceive these elements as essential for their completion of online general education courses. Instead, it was found that a strong sense of self-efficacy is what most significantly influenced undergraduate student completion of online general education courses. In an era of increased online education, this study provided insights regarding online course design, instructional strategies, advising, and online course pacing and informed online educators, instructional designers, administrators, and online policymakers regarding online instructional practices and structures at the undergraduate level. Recommendations for future research included continued exploration of issues related to undergraduate student online course completion..
Topical Name Used as Subject : Adult education
: Educational technology
Information of biblio record : TL
 
 
 
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