Adult Learner Participation in an Online Degree Program: A Program-Level Study of Voluntary Computer-Mediated Communication

Autor/inn/en	Thompson, Emily W.; Savenye, Wilhelmina C.
Titel	Adult Learner Participation in an Online Degree Program: A Program-Level Study of Voluntary Computer-Mediated Communication
Quelle	In: Distance Education, 28 (2007) 3, S.299-312 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Computer Mediated Communication; Student Participation; Online Courses; Adult Students; Distance Education; Correlation; Student Experience; Predictor Variables; College Faculty; Research Methodology; Volunteers; Higher Education; Discussion Groups; Program Effectiveness; Graduate Students; Business Administration Education; Masters Programs; Outcomes of Education; Data Analysis; Educational Technology + Suchen Sie Ihr Suchwort? Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Online course; Online-Kurs; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Distance study; Distance learning; Fernunterricht; Korrelation; Studienerfahrung; Prädiktor; Fakultät; Research method; Forschungsmethode; Freiwilliger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Magister course; Magisterstudiengang; Lernleistung; Schulerfolg; Auswertung; Unterrichtsmedien
Abstract	Several studies examining computer-mediated communications (CMC) in online courses have found low levels of participation under both voluntary (ungraded) and mandatory (graded) conditions. This is troubling since student participation is widely considered to have a positive impact on performance. Program-level data were analyzed to explore the relationship between three factors--(1) experience with previous online courses, (2) the course itself, and (3) the instructor--and subsequent participation. All three factors separately impacted participation levels in this voluntary CMC setting. Based on the findings, the authors recommend that researchers using CMC participation level as a study variable consider controlling for three global factors: previous online course experience, course, and instructor. Finally, the relationship between participation level and subsequent performance is tested, and the potential benefits of conducting future CMC research in voluntary discussion settings and with program-level data are discussed. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10