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This study was designed to better understand what drives the learning and performance of students enrolled in distance-learning courses. Between 1999 and 2008, the number of students enrolled in at least one online course increased from 10% to 24% (NCES, 2014). In 2015, the number of students enrolled in at least one distance-learning course approached […]
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in eleventh grade. This survey included questions about characteristics that would influence choosing a school or […]
Promoting online training opportunities for the workforce in Europe This document is the interim report for the new European initiative on “Promoting Online Training Opportunities for the Workforce in Europe” (2017-2019) and has been prepared for the Executive Agency for Small and Medium-sized Enterprises (EASME) and the Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs […]
This article examines the choices students make when deciding the mode of study they will enrol in for university. It expands on previous work in the field by surveying 744 Faculty of Arts students at an Australian university who had the choice of enrolling in one of three study modes: on-campus, distance or purely online. […]
Interactions that take place between MOOC users outside of discussion forums, and out of the reach of course designers, have received little attention from the scientific community despite their potential influence on learner retention. Based on an online survey, we found that MOOCs are often used as an activity among friends and family, and not […]
Building on the earlier net generation and millennials concepts, Prensky popularised the notion of a generation of “digital native” students through his 2001 two-part series “Digital natives, digital immigrants”. Although his ideas about how students perceive and utilise technology resonated with many educators, they lacked supporting evidence. Subsequent investigations, which informed the so-called “digital natives […]
Wading into the rip currents of online learning evangelism and countersurging cries of alarm about the corporatization of higher ed, Steve Mentz and Christopher Schaberg seek steady footing. Inside Higher Ed
Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion. The aim of this study was to investigate the perceived benefits as the measurement […]
Many student success initiatives in higher education focus on meeting the needs of students who are most at risk of dropping out. Loyola University New Orleans has flipped this script by giving every first-year student personalized coaching—and the percentage of students who return for their second year is now at an all-time high. eCampuse News
Distance learning is expanding rapidly in universities. While theoretical and qualitative literature stress the critical role of effective interpersonal interactions in motivating students and facilitating learning in online environments, quantitative evidence on the benefits of increased interpersonal interactions on student learning outcomes is limited. This study examines the effect of providing a voluntary meeting time […]
