Literaturnachweis - Detailanzeige
Autor/inn/en | Detres, Maridelys; Lucio, Robert; Roberson, Zachery; Campbell, Michael; Senger, Patrica |
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Titel | Beyond Grades: Student Retention in an Online MSW Program |
Quelle | In: Journal of Teaching in Social Work, 40 (2020) 4, S.299-317 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0884-1233 |
DOI | 10.1080/08841233.2020.1787301 |
Schlagwörter | Academic Persistence; School Holding Power; Online Courses; Electronic Learning; Graduate Students; Masters Programs; Social Work; Student Recruitment; Dropouts; Student Attitudes; Teacher Student Relationship; Internship Programs Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Soziale Arbeit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufspraktische Ausbildung |
Abstract | Institutions of higher education are encountering shifting trends in student enrollment and must embrace interdisciplinary approaches to address student recruitment and retention. This study explores reasons why students choose to leave an online MSW program. Data were collected through telephone interviews with students leaving the program during a five-year period. A thematic coding analysis indicated life issues, communication from faculty and administration, internship difficulties and work-life balance were among the most frequently expressed reasons affecting student retention. Results indicate online programs must account for a balance between academics and external factors in order to address the needs of adult students. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |