Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference?

Autor/inn/en	Kirby, Dale; Barbour, Michael K.; Sharpe, Dennis B.
Titel	Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference?
Quelle	In: American Journal of Distance Education, 26 (2012) 1, S.34-49 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2012.646089
Schlagwörter	Foreign Countries; Web Based Instruction; Electronic Learning; Independent Study; Distance Education; Online Courses; Self Management; Prior Learning; High School Students; Student Characteristics; Preferences; Rural Schools; College Instruction; Program Effectiveness; Student Surveys; College Students; Student Attitudes; Outcomes of Education; Longitudinal Studies; Predictor Variables; Questionnaires; Canada + Suchen Sie Ihr Suchwort? Ausland; Web Based Training; Selbststudium; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Selbstmanagement; Vorkenntnisse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hochschullehre; Schülerbefragung; Collegestudent; Schülerverhalten; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Fragebogen; Kanada
Abstract	University students who had completed at least one distance education course were surveyed during their first and fourth year of postsecondary studies. When controlled for those who had previous distance education experience in high school, it was found that self-regulatory learning behaviors, which are frequently linked to positive experiences and outcomes in online and distance education courses, were equally apparent in all of the participating students regardless of whether they had previously studied online. These findings suggest that high school students do not gain independent learning skills and attitudes in an online environment regardless of what stakeholders, administrators, teachers, parents, and even students themselves believe. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10