Returning after Taking a Break in Online Distance Higher Education: From Intention to Effective Re-Enrollment

Autor/inn/en	Grau-Valldosera, Josep; Minguillón, Julià; Blasco-Moreno, Anabel
Titel	Returning after Taking a Break in Online Distance Higher Education: From Intention to Effective Re-Enrollment
Quelle	In: Interactive Learning Environments, 27 (2019) 3, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grau-Valldosera, Josep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1470986
Schlagwörter	Distance Education; Educational Technology; Technology Uses in Education; Intention; Reentry Students; Dropouts; Academic Persistence; College Students; Foreign Countries; Open Universities; Student Attitudes; Student Characteristics; Spain + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zweiter Bildungsweg; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Collegestudent; Ausland; Offene Universität; Schülerverhalten; Spanien
Abstract	One of online distance learning's positive attributes is its flexibility. However, the possibility of engaging in periods of non-enrollment (breaks) usually ends in students dropping out. In this paper, the intention to continue of those students who have not enrolled in the second semester is analyzed, adopting a long-term program perspective. This continuance intention is compared with the subsequent restart (or dropping out) in the third semester. This analysis has confirmed that the models of continuance intention and effective re-enrollment are essentially different. Continuance intention is more rational, even logical, and is mainly based on the level of satisfaction or dissatisfaction with the educational experience (difficulty of the learning materials or perception of the learning system). Effective re-enrollment is more practical or pragmatic, with more importance given to the effects of student dimension variables, for example, motivations for studying, previous university experience, or environmental variables, such as having a job. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01