Why Students Choose the Branch Campus of a Large University

Autor/inn/en	Hoyt, Jeff; Howell, Scott
Titel	Why Students Choose the Branch Campus of a Large University
Quelle	In: Journal of Continuing Higher Education, 60 (2012) 2, S.110-116 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2012.687304
Schlagwörter	Electronic Learning; Higher Education; Online Courses; Multicampus Colleges; College Choice; Proximity; School Location; Enrollment; Access to Education; College Admission; Undergraduate Students; Marital Status; Age Differences; Block Scheduling; Core Curriculum; General Education; Required Courses; Teacher Student Relationship; Student Attitudes; Grades (Scholastic); Reputation; Nontraditional Students; Preferences; Commuting Students; Tuition; Student Costs; Adjunct Faculty; Utah + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Studienortwahl; Lebensnähe; Schulgelände; Einschulung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Familienstand; Age; Difference; Age difference; Altersunterschied; Block teaching; Blockunterricht; Stundentafel; Kerncurriculum; Allgemein bildendes Schulwesen; Allgemeinbildung; Pflichtkurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Notenspiegel; Pendler; Unterweisung; Unterricht; Studienkosten
Abstract	Fonseca and Bird (2007) ask an intriguing question that relates to university branch campuses: "What happened to all the people who thought online learning would drive traditional education out of the market? Just when "click" is supposed to be replacing "brick," branch campuses are proliferating around the country." These authors believe this growth occurred because "students are fundamentally place-bound... [and] desire education within a 30-minute commuting range." Higher education institutions have also expanded branch campuses in foreign countries, extending their international presence. Despite the increasing importance and stated proliferation of branch campuses, Fonseca and Bird (2007) point out that "they remain largely ignored in the academic literature." Therefore, this study focused on the reasons and explanations given by four types of students for enrolling at a branch campus. The authors believe many of the reasons identified by respondents are typical of students enrolled in branch campuses, though some may be unique to this branch campus, such as offering fewer (only once a week) but longer (2.5 hour) classes rather than shorter class periods two or three times a week. However, much more research is needed across a diverse number of educational institutions to better generalize an answer to what reasons students give for enrolling at a branch campus. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10