Success in distance education courses versus traditional classroom education courses Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8k71nm73t

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  • This study was conducted to determine if there were possible areas of student individuality and uniqueness that might contribute to successful completion of distance education courses as compared to successful completion of traditional classroom courses. Five areas of possible differences were identified and studied: 1) differences between the number of successful completers, 2) differences in individual student learning styles, 3) differences in individual student self-directed learning readiness, 4) differences in individual student motivation, and 5) differences in individual student personal profiles. The data collected in this research project came from 132 students enrolled in Psychology 111, a distance education course and traditional classroom course at University of Alaska Anchorage. Three survey instruments were used to collect the data as follows: Kolb's Learning Style Inventory (LSI), Guglielmino's Self-Directed Learning Readiness Scale (SDLRS), and a General Questionnaire. In addition, students' final class standings (Pass/Fail) were used to determine completion status. Findings of the study indicated that there was no statistically significant difference between the number of successful completers of distance education courses as compared to successful completers for traditional classroom courses. Findings also indicated that areas of learning style and learning readiness had no effect on the successful completion rates of students enrolled in distance education courses as compared to students enrolled in traditional classroom courses. Motivational differences appeared between the two groups studied in two areas, "Retraining" and "Fits my work schedule." The study findings also suggested that there were statistically significant differences in distance education students' personal profiles as compared to traditional classroom students' personal profiles in such areas as gender, full-time student status, marital status, and number of dependents.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-12-05T20:11:41Z (GMT) No. of bitstreams: 1 AndersonMichaelRoland1994.pdf: 4754361 bytes, checksum: 76e8ea757418655c0ecb704c80af44a5 (MD5)
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-12-05T22:10:49Z (GMT) No. of bitstreams: 1 AndersonMichaelRoland1994.pdf: 4754361 bytes, checksum: 76e8ea757418655c0ecb704c80af44a5 (MD5)
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